Flying into Fluency!!!
Growing Independence and Fluency
Rationale: Comprehension is one of the main goals in reading. Being a fluent reader will help students comprehend what they are reading. Fluent readers comprehend texts better because they do not have to decode each individual word. Reading fluently is recognizing words automatically and accurately. This lesson is designed to guide students to become more fluent readers through repeated and timed readings of a text, while working in groups of two. The goal of this lesson is to help students become fluent readers by working on their reading speed.
Stopwatch (1 per group)
Tiny Goes to the Library by Cari Meister (Penguin Group USA - July 28, 2000)
Poster with "The car got hit by the truck!"
Dry Erase Board
Dry Erase Marker
Cover Critters (for all students)
Pencils for each student
Speed Reading Charts (all students)
Speed Reading Record:
Name ______________ Date: __________
· After 1st read ______
· After 2nd read ______
Partner Checklist (all students)--
When I listened to my partner read:
After 2nd After 3rd
1. Remember more words ______ ______
2. Read faster ______ ______
3. Read smoother ______ ______
4. Read with expression ______ ______
Step 1: Explain the concept of the lesson:
"Today we are going to be talking and working on fluency. Fluency is the ability to read words quickly and accurately with expression. Reading fluently makes the story easier to comprehend. Today we are going to be reading the same story three times with a partner, and our partners are going to time us each time we read. I want you to set a goal for yourself to become a faster and more accurate reader each time you read.
Step 2: Pass out the cover critters and show the students how these can be used when they come across a word they cannot say in their reading. "Sometimes when we read we come across words we do not know, but do not worry our cover critter can help us figure it out. (Write the word "dash" on the board). I am going to use my cover critter to figure out what this word is." State the vowel correspondent a=/a/, while having all of the letter covered except for a. Then, uncover the letters before the vowel one at a time. "/d/ /d/ /a/ /a/." Uncover the letters after the vowel,s and h. "sh says /sh/. So if we blend all of our correspondences together, /d/ /a/ /sh/, we get the word dash.
Step 3: Model Fluency: (Put the poster up with the sentence, The car got hit by the truck!) Read it slow: T-t-h-h-e c-a-a-a-r g-o-t-t-t hit by the t-t-r-r-u-k-k. It was hard for me to read this sentence with the unfamiliar words for the first time. It was not smooth, and I did not comprehend it very well." Reread the sentence: "Th-he car got hit by the t-t-r-r-u-c-k-k. This time I read it a little bit smoother and quicker but with no expression." Reread the sentence a third time: "The car got hit by the truck! This time I read it smoothly and quickly with expression! I enjoyed reading the sentence better when I read fluently with expression because I understood it better.
Step 4: Place the students with their partner and provide each student with the following materials: Tiny Goes to the Library, speed reading record sheet, and partner checklist (Give one stopwatch to each group). Explain to the students that "we are going to be reading a book three times. Your partner is going to time your reading three times, and your partner will record the time it takes you to read the book on the record sheet. When timing your partner make sure you click the start button on the timer as soon as they start reading, and hit the stop button as soon as they finish. Record the time it takes for each reader to read for each turn on the record sheet. (show the students how to work the stopwatch). For the second and third read make sure to fill out the partner checklist by evaluating your partners reading based on the questions asked. (demonstrate how to fill this sheet out).
Step 5: Now we are going to read the book Tiny Goes to the Library. Tiny goes everywhere with his human friend, but he cannot go inside the library with his friend because dogs are not allowed. Tiny feels sad, alone, and useless. Will Tiny ever feel happy again? Will he feel like he belongs? We will have to read to find out!
Step 6: Walk around the room to observe students completing the tasks and make sure they are on the right track.
Step 7: ASSESSMENT: I will collect the speed reading record sheet and the partner checklist. I will assess the students by comparing their first reading with their third reading to see if they improved. The students should have been able to read more words the third time. I will use the formula words x 60/ seconds.
Long, Ali. Reading Fast is A Blast!
Fraiser, Mallie. Blast off with Reading!.
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