Practice Makes Perfect!
Heather Mauldin









Rationale: When students begin to read they focus mainly on decoding letters to make words.  In order for comprehension to occur students need to be able to read fluently.  Repeated readings are an efficient way for students to become fluent readers.

Materials: Flash cards with pseudo words (cate, flove, gim, neek, zain, lool, backnail, zet) stopwatches,  pencil, paper, class library

Procedures:

 1.  Begin the lesson by reminding students how to chunk words.  Hold up index cards of pseudo words to the class and demonstrate how to chunk the words to decipher what they could say.  Read the words at least twice to make sure everyone sees how they are deciphered.

2.  OKAY, NOW THAT WE REMEMBER ONE WAY TO FIGURE OUT UNKNOWN WORDS, WHAT IS ANOTHER WAY WE CAN GET HELP?  IF WE ARE REALLY STUCK WE CAN ASK A FRIEND OR THE TEACHER FOR HELP.  IT IS IMPORTANT IN READING THAT WE DO NOT SKIP WORDS.

3.   TODAY WE ARE GOING TO SEE HOW FAST WE CAN READ WORDS.  TELL ME WHICH SENTENCE SOUNDS BETTER.  T-HE D-U-CKS WANT B-L-ANKETS?  (Read choppy the first time).  Now read the same sentence as you regularly would.  WE ARE GOING TO PRACTICE READING THE SAME BOOK OVER AND OVER UNTIL WE ALL CAN READ SMOOTHLY.

4.  Allow the students to go to the class library to find a book of their choice.  It should be on their independent reading level.  After they find a book tell them to begin reading on their own.  Allow enough time for each child to be able to read the book at least four times.

5.  Pair the students up.  Give the children more time to read out loud to their partner.

6. (Assessment)  OKAY, NOW WE ARE GOING TO HAVE A RACE IN OUR CLASS.  Pass out stop watches to the children (one per group).

7.  Each child should read their book to their partner as they are being timed.  Make sure the children are reading the same amount of words, so the race will be fair.  (One child will not be reading 3 pages while another is reading 10).  Each child should record their times on a piece of paper that will be collected by the teacher.

References:

The Great Reading Race, Carolyn Lawton, www.auburn.edu/rdggenie/breakthroughs/lawtongf.html

 Learning to Read With   Superman Speed, Renee McInnish, www.auburn.edu/rdggenie/breakthroughs/mcinnishgf.html
 

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Any questions?  E-mail me at mauldhn@auburn.edu.