"Speed Racing to the Bottom of the Hill!"



Kacey Albright

Lesson Design 3- Growing Independence and Fluency


Rationale: The goal for this lesson is for a group of second grade students to read a passage with fluency. Being a fluent reader means that one can read with automatic word recognition. Automatic word recognition begins with decoding words, crosschecking, mentally marking irregularities, and re-reading passages until students can store those words in their sight vocabulary. In order to help students become more fluent readers, they will be assessed using a repeated reading exercise, where students will be evaluated on reading faster under a time pressure. Students will be working with a partner, who will keep track of the time and how many mistakes the child misses by graphing their progress on a chart.



-Student copies of A Day at the Lake  by: Matt Sims

-Word count sheet for each student (see example below)

-Reading evaluation form for each student (see example below)

-Minute timer for each pair of students

-Progress chart for each student (This will be a movable bike that the children can move from one side of the hill to the other. Each time the child advances in the number of words that he or she read correctly, that child will get to move their toy bike to the correct number on the board. When the child has read every word correctly, their bike should be all the way down the hill).





Word Count Sheet:

Text Box: Name: ¬¬¬¬¬¬¬¬¬¬¬__________ 		Date: ___________

The first time I read ___________ words.
The second time I read__________ words.
The third time I read__________ words.









Reading Evaluation Form:



1. Model: Say: Today we are going to practice reading faster and more smoothly. This means that we are going to correctly read as many words as we can and do it as quickly as we can. This is called fluency. Our goal is to read fluently so that we can we can become more skilled readers. Let me model an example with you: Open your book, A Day at the Lake, to page 1 and read along with me. "We /h/ /a/ /d/, oh had /o/ /u/ /r/ (oh yeah sometimes ou=ow, so this word is our) meals (/m/, then oh yeah ea= /E/, /l/, /s/ Okay so that word is meals) in /s/ /a/ /k/ /s/.  Since I had to decode so many words in this sentence, which slowed me down, I would reread this sentence. This time I want to read it more quickly and more accurately. "We had our meals in sacks." Did I read it more smoothly that time? What about faster? Those are our goals for fluent reading. We want to reread our text, especially after we have missed a word so that we can become faster and smoother readers.  This is called crosschecking, which is a strategy we have been using to help us read to the end of the sentence to see if our decoding attempt makes sense. Make sure you practice doing this. The better we become at reading, the more we will enjoy it as well!



2. Explain the activity: Today, we are going to work on reading using speed and fluency. We will do this by rereading our text, A Day at the Lake, three times in a row to our partner. With each new try, we should start to become more familiar with the words in the text, which will help us read faster and more accurately.


3. Give a book talk. A Day at the Lake tells a story about Pat, Jim, and Jean as they go to the lake one day. They pack their lunches, but soon come to find out that a dog nearby has taken all of their lunch sacks!  Where did this dog come from? Who does it belong to? And why did it steal their lunches? Read on to hear about what happens during this exciting adventure at the lake! Then, I would say: "First, let me read the book all the way through while you follow along silently. I will ask a few questions at the end, so make sure you are paying attention. Then, I want you and your partner to read the book to each other once before we begin the timing."


4. Divide the class in half and give each student a partner. Then, pass out one copy of A Day at the Lake to each pair along with a timer, 2 copies of the word count sheet, and 2 copies of the reading evaluation forms.


5. Give the directions: "For this activity, you and your partner will take turns. One of you will read, while the other controls the time and the amount of words your partner gets correct. Make sure you are paying close attention so that you can record your information when your partner is done. Then, you and your partner switch roles. You will each read the book three times, and you will always start on the chapter that you left off with. The first partner reads one chapter, while the listener records the time it took to read the chapter as well as the number of words read on the word count sheet. Switch roles each time your partner finishes a chapter, and once you have been through this process three times, each of you need to fill out a reading evaluation form for your partner. I want to know if your partner did better on the second or the third time through the book."


6. Once, the children have all of their forms, I will then pass out their progress charts. Each pair of students will have one chart, but two toy bikes. Say, "Okay, I am giving you this chart so that you can keep track of your progress better. Whenever you are finished with your reading and your partner has recorded the number of words that you read, you may move your bike to the correct number on the board. Your goal should be to make it down the hill to the other side! You and your partner will both put your bikes on the chart, so it sort of feels like a race. Remember to always be honest and to try your best. Good luck!"


7. Then, once all of this has been completed, I will ask the students to put their names on all of our forms and charts, which I will collect first. Then, I will gather their toy bikes, progress charts, timers, and books.


Assessments: Use the word count sheet as an assessment by comparing the number of words the child read from their first reading all the way up to their third. Hopefully, their numbers will have increased with each new reading. Also, use the reading evaluation form as an assessment to compare the child's progress in speed and smoothness. However, since the children are the ones grading their partner, if some of the numbers look way off, the teacher should do an individual assessment on that child.  Also, test comprehension by asking some questions from the text and keep a checklist of students who answered those. Questions can be: What happened at the lake? Who does the dog belong to? What do the children do first? How does the story end?




Sims, Matt. A Day at the Lake. Novato, CA. High Noon Books 2002


The Reading Genie: http://www.auburn.edu/academic/education/reading_genie/odys.html

(On your Mark, Get Set, Go, Race Into Fluency, and Speedy Reading)


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