Read, Read, Read to Succeed
Growing Independence and Fluency Lesson
By: Rebekah Beason
Rationale: Good readers read fluently. When a person reads fluently, they automatically identify words as they read. A fluent reader reads with ease and expression. This is the ultimate goal of reading instruction. One way to grow to be a fluent reader is to do repeated readings. By reading and re-reading a text, unfamiliar words become easier to read thus making your reading quicker. This lesson is made to further develop students to be fluent readers by improving their speed of reading and teaching them to change their tone as well as expression as they read.
A Speed Record Sheet for every student
A Fluency Literacy Rubric for every student
Pencils for every student
Book: a copy of Silly Tilly
Book: a copy of "The Crash in the Shed" for every student
1. Give an explanation of fluency and why good readers read fluently. Say: Good morning friends!! To become great readers, we have to learn to read fluently. This is done when you read quickly and correct with no pausing. When you read fluently, you also show feelings; your voice changes and you show feeling as you read. Today, to become fluent readers we are going to read and re-read the book "The Crash in the Shed." When we read and re-read a passage it helps us to become familiar with words we did not know. It is completely ok if you come to a word that you do not know, just use your cover up critter or crosscheck which means that when you come to an unknown word you read the rest of the sentence and go back to the word to figure out the unknown word. The next time you read the passage I know you will remember that new word."
2. Say: "Before you do any reading, I am going to model what reading fluently looks and sounds like by reading Silly Tilly. While I read, listen for changes in my voice and my speed. This book is about a silly goose that gets into some crazy situations on the farm. Let's find out what the other animals think about Tilly's pranks."
3. Now, it is your turn to practice reading fluently. Then, I will give a brief booktalk on "The Crash in the Shed." "In this story, Ben and Jess can't make up their minds whether to fish or collect shells. Suddenly they hear a crash in the shed. Sounds like trouble! You will have to read to find out what happens."
4. Before dividing into groups, pass out the books and model how to use the Speed Record Sheet and Fluency Literacy Rubric. Divide the students into partner groups. In these partner groups, each child should get a Speed Record Sheet and a Fluency Literacy Rubric. Model how the students will take turns being the "reader" and how the "reader" will read the whole text. Then, explain that they will read again to see positive changes in their reading; and the other partner will be the "recorder" whose job is to record the number of words that were just read on the Speed Record Sheet. "This process that I demonstrated should be repeated two more times. At the end of the third time, the "recorder" should fill out the Fluency Literacy Rubric by shading the circle that best describes the reading they just heard. When this is done, the "reader" will come the "recorder and the "recorder" will become the "reader." Say: "Remember we are becoming good readers by reading fluently, so you should read more words each time and show emotion by changing their voice with each character of the story as you read."
5. To end our lesson, I will assess the students by asking them to my desk one by one to have them read as much of the story as they can. After reading, I will ask them to recollect everything they remembered from the story to assess their comprehension of the text. Another assessment would be for the students to summarize Silly Tilly in their own words and share it with a partner.
Murray, Geri. "The Crash in the Shed"
Reading Genie: http://www.auburn.edu/academic/education/reading_genie/
Eileen, Spinelli. Silly Tilly. Marshall Cavendish Corporation, 2009.
Vanhooser, Holly. http://www.auburn.edu/academic/education/reading_genie/invitations/vanhoosergf.htm