Shoot Towards
Fluency
Kristin Saltsman
Rationale:
Fluency is extremely
important in becoming a good reader. It includes being able to read at a faster
rate, reading with expression, and reading smoother. Improvement in a child’s
word recognition, fluency, and comprehension can be found by repeated readings
of sentences and passages (Adams, 93). The goal of the lesson is for children to
be actively engaged in reading by having them reread passages, and work on
becoming a fluent reader.
Materials:
Set of various decodable
texts that are color coded to correspond with each child’s instructional or
reading level; The Red Cap by Matt
Sims; stop watch for each pair of children, shooting star chart with minutes 1
through 30 recorded on the side (this should be placed in front of the
classroom); shooting star cut outs (one for each child to place on the chart);
recording graphs; post-it notes; pencils
Procedure:
1.
Start lesson by
explaining how rereading and fluency are important. “Today we are going to talk
about and practice a skill that will help us all to become better readers. This
skill will help everyone to read faster and better understand what we are
reading. This skill is called rereading. This means that you read a word,
sentence, or passage more than once.”
2.
Model the steps
of the rereading process and how it can help to become a more fluent reader. “I
am going to read a small passage from the author Matt Sims called
The Red Cap. The first thing to do is
read the passage”. Read the passage, but read in a way that a non-fluent reader
would read the passage. “What was different about how I read?” Allow students to
answer the question. “After we first read the passage, we must read it again”.
Reread the same passage, but improve fluency only a small amount. “Was there
anything different about the last time that I read the passage compared to the
first time?” Allow students to answer question. “The final thing we must do is
read the same passage one more time.” Read the same passage once again, but this
time as a fluent reader reading with expression. “Now, I want you to think for a
few seconds about how each time I read was different.” Allow children think
time. “Did you best understand what I was reading the first, second, or third
time?” Allow children to answer. “I believe that the third or last time was the
best. When you are able to read this way, you can better understand what your
story is about”.
3.
“Now it is your
turn to try. When I call out your table I want each of you to get your color
book from our literature center. When you get your book open it to the first
page and begin to read. If there is a word that you are unable to decode one
word, I want you to hold up one finger. If you come to another word that is too
hard to decode, get another book, because that book may be too hard.” Call each
table until all the students have a book.
4.
“Now I want
everyone to try it with a partner”. Place the students into pairs and hand each
pair a stopwatch. “With your partner I want you to read for one minute. Your
partner will be watching the stop watch to tell you when to stop. When it is
time to stop, use your post-it to show where you stopped in the book”. Model to
children how to place the post-its and then pass post-its out. When you have
finished reading your book for one minute, I want you to reread your book two
more times to where you placed your post-it. When you have finished doing this
swap with your partner. Your partner will read while you time them, and then
they will reread. If you have any trouble reading a word remember to use the
cover-up method that we talked about last week. Let me give you an example
before we start. Let’s pretend that I am reading and come to the word
bath”. Write the word on the board
for the students to see. “If I cover up the
b and
th, what sound do I have left? /a/,
that is correct. Now let’s add b to
the /a/. Now what do we have? /ba/, that’s correct. That’s an awesome job! Now
let’s add the ending th. /b//a//th/,
bath. Remember to use this method if
you come to a word that you aren’t sure about”. While the students are working
on their rereading and fluency, the teacher will walk around the room observing
and answer any questions from the students.
5.
Assessment: After
each child has read their passage a total of three times and have been timed by
their partner, the students will write their time on their independent graph
(children understand how to graph their times due to regular fluency practice).
“Now I want each of you to read your passage to your stopping point one last
time. While you read, your partner will time you and stop once you reach your
stopping point. When you get your time, write it on your shooting star. Then let
your partner have his or her turn. Record your time on your independent chart
and answer the question.” Pass out shooting stars and answer any questions the
students may have.
References:
Adams, M.J. Beginning to
Read: Thinking and Learning About Print. Department of Education, University of
Illinois: 1990
Angela Carroll Long-
Running Towards Fluency
http://www.auburn.edu/academic/education/reading_genie/insp/longgf.html