Ready. Set. READ

 

 

Growing Independence and Fluency

By Brittany Smith

 

 

 

Rationale: The purpose of this lesson is to help students become more fluent and show more expression in their reading, which is also important for gaining more comprehension. This lesson will have students read a decodable text and partner up for buddy reading in order for them to improve speed and develop a better understanding of their readings.

 

Materials:

á      White board

á      White board markers

á      Timer for each pair of students

á      Reading time sheet for each student

á      Partner check sheet for each student

á      Pencil for each student

á      Book: Kite Day at Pine Lake (one for each student)

 

Reading Time Sheet:

(Teacher will use the formula words x 60/ seconds)

Name: ________________               Date: _________________

After 1st read:                        _______________   

           

After 2nd read:           _______________

 

After 3rd read:            _______________

 

Name of Partner: ______________________________

 

Partner Check Sheet

When I listened to my partner read:

 

                                                            After 2nd read                                    After 3rd read

1. Remembered more words           ________________                           ________________

 

2. Read faster                                                ________________                           ________________

 

3. Read smoother                              ________________                           ________________

 

4. Read with expression                   ________________                           ________________

 

Name of Partner: ____________________________________

 

Procedures:

1.     Today we are going to talk about how important fluency is.  Fluency means that you read words quickly and correctly, which makes the story easier to understand.  Today we are going to work on fluency by reading a story over and over again so by the time today is over you have practice in becoming a more fluent reader.

2.     Now lets see what a fluent reader looks and sounds like. So I'm going to read a sentence aloud.  First I'm going to read it slowly without fluency.  Write the sentence, "The bad man took off with the van!" on the board.  Then read it slow, "ThheeeÉ badÉ m m annnÉ tookÉ offÉ withÉ theÉ van."  That is how a non-fluent reader would read that sentence.  I'm going to read it two more times to work on my fluency.  The badÉ maaannÉ took offÉ withhhÉ the van.  The bad manÉ took off with the van.  See how every time it becomes quicker and more accurate?  That is because rereading the sentence helps us to become more fluent readers.  Fluent readers read easily like this, "The bad man took off with the van.

3.     Pass out the book Kite Day at Pine Lake to each student. Has anyone ever flown a kite before?  Yes, me too! This book is a story about a bunch of children that love to fly kites. They have kites of all shapes, sizes, and colors. Bob is upset because he does not have a kite. I wonder what will happen. Do you think the kids will make Bob a kite? What do you think will happen?

4.     Now I am going to split you up into groups.  One of you will be the reader and the other will be the recorder.  The reader will read the book three different times and the recorder will right down the number of words read each time.  The recorder is also responsible for starting and stopping the timer after the completion of the book.  After the third try the reader and recorder will swap positions. Also mark on the partner read sheet, after the 2nd and 3rd time, the changes in your partners reading.

 

Assessment:

The students will each bring me their Speed Reading Record and their Partner Checklist. Each student will read individually for me so that I can check for fluency and accuracy.  I will also evaluate the reading record and partner checklist they turned in.

 

References:

á      Hood, Lara Lee Ð Ready, Set, READ!!!

http://www.auburn.edu/academic/education/reading_genie/sightings/hoodgf.html

á      Long, Ali Ð Reading Fast is a Blast

http://www.auburn.edu/academic/education/reading_genie/invitations/longgf.htm

á      Cushman, Sheila and Rona Kornblum. Kite Day at Pine Lake. 1990

 

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