﻿ Fancy and Fluent

Fancy and Fluent

A Growing Independence and Fluency Design

Rationale: It is extremely important for students to be able to read with fluency. In order for students to become expert readers, students must be able to recognize words effortlessly and with speed.  In this lesson, students will practice reading fluently with one minute reads and by reading a text through multiple times.

Materials: Copies of Diary of a Spider for each student, cover up critters, one-minute reads recording sheets, fluency checklists, stopwatches (one for each pair of students), whiteboard, dry erase marker

Procedures:

2. Say: "Let's review some skills that we have been working on that help us decode words. If I was reading a story and saw the word take [write word on board] and didn't know what that word was, what is the first thing I should do? [allow students to answer] Yes! I should get out my cover up and try to sound it out. First, we have to look at the special spelling of this word. We know that the spelling take follows the special rule of a silent e that makes the a say it's name /A/. Now we uncover the rest of the word to figure out what that word is." I will uncover the rest of the word and show the students how to fully decode the word talk.

3. Say: "Now we are ready to learn how to practice fluent reading. I am going to read a sentence twice and I want you to tell me which one sounds better. I will write it on the board so you can follow along with me. "Babe sits in her cage." "Bbbbaabbbbeee sssiiitttss iiinnnn hhhheeeerrr ccccaagggee." Which one says better to you? I agree! The first one sounds much better."

5. The last activity to be done will be a one-minute read. One partner will have a stopwatch and the other will read.  They will time each other to see how many words they can read in one minute.

6. I will assess the students by having each student do a one-minute read with me of Diary of a Spider.  I will check to see if the child's number of words read per minute is going up with the previous records of each student. I will also check to see if the partner recorded the one-minute read correctly. Each child should show a higher level of fluency through the one-minute read and the fluency checklist.

Fluency Literacy Rubric:

Name: _______________________     Partner's Name: ___________________

Date: _________

I noticed that my partner...(check the lines that apply)

After 2nd               After 3rd

______                ______            remembered more words