Zooming into Fluency
Growing Independence and Fluency
Rationale: Fluency is the ability to
recognize words automatically while reading. To be a fluent reader is a very
important skill to have. As students develop the skill of fluency, they will be
able to read smoother, faster, and with expression. Modeling how to read and
having the students practice reading are the best ways to have students develop
fluency.
Materials:
1. Student copies of The Cat and the Hat
By Dr. Seuss
2. One minute timer for teacher
3. Speed Reading Time Sheet per student
After 3rd Read_______
4. Peered reading check sheet for each student
After 2nd After 3rd Reading
Remembered more words ____ _____
Read faster ____ _____
Read smoother ____ _____
Read with expression ____ _____
5. Cover-up critter per student
Procedure:
1.
First the teacher should
introduce today's lesson by saying "We are going to be learning how to become
better fluent readers today".
Teacher should tell the students that fluent readers read with expression to
make the story more interesting. Don't get discouraged if you do not know how to
read a word, you can use your cover-up critters to help you to read the word.
2.
Write the sentence "Dick and
Sally cannot go outside to play today" on the classroom board. Say," I am going
to read this sentence, and because it is my first time to read it, I may make
some mistakes and it may take time to fix them". Teacher should read the
sentence slowly, making some mistakes, and not using any expression. Ask class,"
Was that the correct way to read a sentence?" Class responds NO! Ask them what
you could do to make it better next time you read it. Let just a few students
answer. "Now that I know the words,
I can read it faster". Teacher should reread the sentence more accurately, more
smoothly and with some expression. Ask class, "Was the way I read the sentence
better that time" "YES!" Now teacher should say, "I am going to try again and
make it smoother and add expression." Read the sentence for a third time and ask
students which sentence was the best way to read a sentence. They should respond
with "The third Sentence".
3.
Say, "Now we are going to
read a book called, The Cat and the Hat.
(The teacher should present an interesting book talk so that the students are
more interested in reading the book.)This book is about two little children,
Sally and Dick. Their mother leaves them at their house while she runs some
errands. It is cold and wet and the children have nothing to do until The Cat
and the Hat shows up to keep them company.
The Cat and the hat is very fun but he is trouble and he messes up there
house. Will Dick and Sally get the house cleaned before their mother comes home?
We will have to read and find out what happened! (The teacher will first read
the book aloud to model fluent reading and to get the students more familiar
with the words in the book.)
4.
After the teacher has
finished reading the book aloud, the teacher will say, "Now I want you to find
one partner to read The Cat and the Hat with. I will pass out peered reading
check sheet and a speed reading time sheet. Each of you will take turns being
the reader and the recorder. Please make sure that you and your partner's names
are on the sheets". Ask the class if they understand the directions.
5.
Say, " I want to you decide who is going to be the recorder or the reader for
the first round. The reader will read The Cat and the Hat for one minute.
Have students write down the number of words and how long the student took to
read. The reader must stop reading and point to the word that they stop on. The
recorder is responsible for counting the words the reader read during that one
minute. Next, the reader will start back at the beginning of the story and
re-read the story. The reader should reread the story a total of three times.
Remember to try to read more accurately, smoothly, and with more expression to
become a more fluent reader. Does everyone understand all the directions?" If
there are no questions, say "Ready, Set, Go" and start the timer. (After the
reader has read three times, the partners will swap roles, making the reader the
recorder, and recorder the reader. Students will do the exact same thing over
again with their new role; Instructions may need to be repeated. )
6.
After the students have read and recorder three times each, the teacher will
have them look at their Speed Reading Time Sheet and
their Peered reading check sheet. Teacher should now ask questions to draw
students attention to their sheets, such as did you read more each time? Now the
partners should talk about how they did on each time. Also they should look at
the peered reading checklist and see what their partner marked was better each
time. Ask students if they would like to share the progress they have made
during this exercise. Give the students positive feedback. " I am so proud to
hear that many of you are reading more smoothly, accurately, and with
expression. These three things will help you become a better fluent reader!
Assessment:
Teacher will collect all of the
Speed Reading Time Sheet and their Peered reading check sheet. After
reviewing them, the teacher should come to the conclusion that the students read
smoother, more accurately, and with more expression thru each trail. If any of
the students did not have evidence of growing in these areas, teacher should
have student do the same test with her to make sure they are building fluency.
References:
Murray Bruce.
Developing Reading Fluency.
http://www.auburn.edu/academic/education/reading_genie/fluency.html
McMillan,Mery.
"Fast and Fluent Reading is Fun"(from Reading Genie Webpage)
http://www.auburn.edu/academic/education/reading_genie/invitations/mcmillangf.htm
Book:
The Cat and the Hat by Dr. Seuss
Publication: Random House 1985