Timed Reading Fun!

 

 

 

 

Growing Independence and Fluency

Lizzie McCalley

 

 

Rationale:

            It is very important to learn how to become a fluent reader. One way to really master reading and to help your fluency skills is through the process of repeated reading. Repeated reading not only helps with reading abilities and letter recognition, but it can also help you comprehend the text more clearly because once those minor reading distractions are mastered, all you are left to do is focus on the text! Another key quality is learning to read at a steady pace. We want your reading to be translated to the appropriate manner of speaking. There are many different components that all play into becoming a fluent reading which is why it is so important to teach it to students at an early age.

 

Materials:

Text: “What Will the Seal Eat?” By: Sheila Cushman and Roan Kornblum; Illustrated by: Bob Brugger (Enough copies so that each child has their own)

One stopwatch per two children

Pencils

Fluency time sheet

Progress board

Stickers

New text during assessment

 

Procedures:

1. We will begin the lesson by explaining to the students why it is so important to learn how to become a fluent reader. “Today students, we are going to work on some reading skills that will help us become fluent readers! When you are a fluent reader, you speak and read the same way. When we speak, it is in a flowing and continuous manner. We want our reading to come out the exact same way! For instance, if you were talking to your friend and asked, “Caaannn I have yourrrrr (pause) pencillll (pause) pleaseee?” That sounds very weird! We would not want to speak with such long pauses and dragged out pronunciations. This is the same with our reading! Also, once you become a fluent reader, your ability to comprehend the text will follow that much more easily! Let’s give this a try!

 

2. “Now students, remember those reading skill activities that were mentioned? Well what we are going to do as a learning exercise is called a repeated reading! What we do in this activity is we read as much as we can from a text in one minute. When the time is up, at the last word that you read we will place a sticker! This will help us not lose our place! After reading, you can count up how many words you were able to read in that one minute! I know your main focus will want to be on speed, but it is also VERY important to pay attention to what the text is talking about! Comprehension is just as important of a skill that comes along with you become a more fluent reader!

 

3. Now give a book talk of the text. “This book is titled, What will the Seal Eat? This seal is very hungry and needs to eat something! What do you think he will want to eat or do to get some food? Let’s read and figure it out!”

“Now, I am going to read certain parts of the book outloud to all of you and I want you to let me know which one sounds the best to you all!” The first time I read the first page, I will read it like a beginning reader, with many pauses, incorrect timing and pronunciations of the words. It may be slow and then fast with mispronunciations or careful effort to say each sound in each word. “Ok students, how did that sound? It sounded weird didn’t it! How can I make my reading sound better?” Allow them to discuss with you and offer suggestions as a class.

“Alright, so now let’s try to read the words as if you were talking to your best friend. Practice with a partner, being calm and relaxed, just like you would be if you were talking to them about something! Give it a try! Very good guys, you all are doing great!”

 

4. “Now that we have had some casual practice, I want you all, in your groups, to try reading like you are speaking each other and mark your own fluency charts to see how you did! Don’t worry, I will help anyone if they have questions or cannot figure out the fluency chart.” (Hand out the book to each group, stopwatch, fluency chart, stickers and progress sheet.) “Alright, so you all have all the materials that you need. Now remember, read as much as can in a minute to your partner. Act like you are reading the story to them, just like you would talk to them! When the time is up, place your sticker at your last word read. Then count them up and mark it on the fluency chart how many words! I know you all can do this! Alright, so everyone get ready and try it in your groups!” (They will begin working with their partner and doing the repeated reading activity.)

 

5. “Great job everyone! You all did it! Now, we are going to try it again one more time to compare scores. Do it the same exact way you did last time and remember to record this new number of words on the sheet!”

 

6. Allow them to do the activity one more time and record their data. There will be time for classroom discussion on how the students think the activity went.

 

Assessment:

            Each student will come up to me individually to talk about their progress sheet and how the activity went. Then, I will have a new text provided in which I will administer a timed reading with the student. I will be keeping a running record while the student reads aloud to me. We will also add this score to their progress sheet since they will also read only for a minute with me. Lastly, I will assess their comprehension of the new text to see if they can read for speed but also remember the text at hand.

 

References:

Liz Hooper:

http://www.auburn.edu/academic/education/reading_genie/odysseys/hoopergf.html

 

Carlie Larson:

http://www.auburn.edu/academic/education/reading_genie/odysseys/larsongf.html 

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