Read, Steady, READ!

Fluency

Jennifer Stuart

Rationale:

Fluency is known as the ability to recognize words accurately, rapidly, and automatically. Fluency is not only an important concept, but it is a strategy for students to learn. In this strategy, readers will be enabled to read fast and smooth and with expression. Whenever students become fluent, they comprehended what they are reading with greater ease. Developing greater fluency is the goal of this lesson. Students will achieve this goal by reading slow and fast.

Materials:

·         One minute read charts (enough for all students)

·         Charts to display the student’s individual progress (could be a mountain man climbing up a mountain)

·         Sentence strips with sentences for students to practice.

o   I like to eat apples and bananas.

o   Did you watch the Auburn tigers play football last Saturday?

·         Fluency Check

·         Class copies of The Fun House.

Procedure:

1.       Explain to the students of why it is important to be fluent reader. Tell the students, “It is important to be fluent when you read so that you can read quickly and accurately. Today we will continue to become better readers by focusing our attention on fluency. Fluency is a skill that helps you become faster readers as well as helping you to read the words with great ease. We will become fluent by reading and rereading a book. The more you read a book, the more fluent you will become; practice makes perfect!”

2.       “I will read a sentence to you in different ways. I want you to tell me what was different about the two readings. Are you ready?” (Modeling: First, read the sentence slowly, making sure to sound out each word. Then read the sentence smooth with fluency). “Now I want you to think about which way was easier for you to understand. Which way? Which of the two ways is how you would like to read? It was the second way, right? This is just an example of what we are going to practice today. Now let’s practice some sentences together. Read the sentence ‘I like to eat apples and bananas.’ Ready, ok, now read it again. And again. Now, which time was the smoothest? The second time, right? Why do you think it sounded smoother? The answer is because you practiced it more than once. This is the sign that you are becoming more fluent with reading that sentence. Now try the next one. (Repeat steps for the first sentence).

3.       Now listen as I read the sentence ‘I like to eat apples and bananas.’ (Read this sentence first in a slow, monotone voice, and then with expression.) Which time was better, the first or second? That’s right, the second time. Why do you think the second time was better? I read with more expression. Using expression is another element we will practice while we read and reread our story.

4.       Now let’s read our book, The Fun House. This book is about a group of children who go on a field trip and experience a storm along the way. Along with the storm, they stumble upon a house. Read the story to find out what happens. Let’s read on and see what happens. We will read this story several times. Go ahead and read it to yourself and then reread the story twice to a friend.” After reading, ask the students if they have any questions.

5.       I will give the students a fluency checklist. I will also describe the different areas that I would like for them to check. I will tell them that they will be reading with a partner and that each of them will fill out a checklist for one another. “If your partner reads fast you will mark this box, and if they stop you will mark this box.”

6.       To further assess the students, have the students individually read whole book for accurate rate of one minute reading with inferences of comprehension.  Questions for assessment include the following: “Do you think the boys were looking forward to the field trip? What happened in the story? Do you think they had fun at the fun house?”

References:

Sims, Matt. The Fun House. 2005. High Noon Books.

Thompson, Rachael. Read, Set, Read Faster! http://www.auburn.edu/academic/education/reading_genie/doorways/thompsonrgf.htm

Fluency Checklist:

Speed Reading Record:

Name_______________                     Date________

Time:

-After 1^st read_______

-After 2^nd read_______

-After 3^rd read_______

-Partner Check Sheet for students to assess their partner’s fluency:

When I listened to my partner read:

                                                                                After 2^nd                              After 3^rd

1.       Remembered more words          _________                         ________

2.       Read Faster                                    _________                         ________

3.       Read smoother                              _________                        ________

4.       Read with expression                    _________                       _________

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