FASTER FLUENCY!!!


                                                                 
                                                                
                                                                    Allison Bagwell

 

Rationale:  Comprehension is an important part of learning to read. Beginning readers can spend so much of their effort trying to decode the words, that they do not spend much time comprehending what they read.  These readers need to learn fluency, which is the ability to recognize words accurately and automatically. Fluent readers use less of their time decoding, leaving more time to comprehension. This lesson will help students become more fluent through repeated readings of text.  Students will be working with partners to help them learn different decoding strategies from their peers and to get more time to read.  

 

Materials:

Stopwatch

pencilČ•¨

sentence strips with a few decodable sentences: The dog ate the food on the table. Tim likes to play with cars. Bess is fun to play with.

Class set of the book Jack and Gail go to Spain

Reading Recovery Sheet

 

Procedures:

1)    OK class; remember when we learned about cross checking? Who can remind me of what cross checking is? Sometimes when we read a sentence, we might read a word wrong.  When we do this, sometimes the sentence no longer makes sense. So, when we hear a word that didnČ•ķt make sense we can cross check to make sure that the sentence makes sense. Č•ĢJill fill down the hillČ•ˇ That does make senseČ•Ō.it should be Č•ĢJill fell down the hillČ•ˇ.

 

2)    "Today we are going to work on learning to read faster.  Sometimes when I read a sentence once, I don't understand what I read.  Today we are going to practice reading one book a few times to see if we can get faster. First we are going to practice with sentence strips " Take the first sentence strip and model reading it slowly, then a little faster and smoother, then faster with expression.  "The first time that I read this sentence, it might sound like this. Č•ĢTh-e d-o-g a-te th-e f-oo-d on the t-a-ble. If I read it again it might sound smoother, like this Č•ĢThe dog ate the f-oo-d on the t-a-ble.Č•ˇ  And if I read it again it might sound faster and I would have expression, like this Č•ĢThe dog ate the food on the table.Č•ˇ Do you hear the difference in those sentences? LetČ•ķs continue trying to make our ready more fluent and fasterČ•Ō.

 

3)    Pair each student up with a partner.  Put the other two sentence strips up on the board.  "I want you and your partner to take turns reading these sentences to each other. Make sure that you read all of the words correctly. Each of you should say the sentence three times each.  Try to say the sentences faster and smoother each time."

 

4)  Give each student a copy of Jack and Gail go to Spain. Ask the class to spread out to different parts of the room and read the book to them.

 

5)    When everyone is finished I will partner you up with another classmate. Each partner group will need the book Jack and Gail go to Spain, speed recovery sheet, and fluency literacy rubric.

 

6) Tell the partners that one person will be the Č•ĢreaderČ•ˇ and the other person will be the Č•Ģrecorder.Č•ˇ  After the first person has read, tell them that they will switch roles. The Č•ĢreaderČ•ˇ should start at the beginning of the book and read for only one minute. Be sure the partner Č•ĢrecorderČ•ˇ knows to start the stopwatch when the Č•ĢreaderČ•ˇ begins and announce Č•ĢstopČ•ˇ when the stopwatch gets to one minute. Then the Č•ĢreaderČ•ˇ will point to the word he or she stopped on and the Č•ĢrecorderČ•ˇ will count the amount of words that the Č•ĢreaderČ•ˇ read within that one minute. The Č•ĢrecorderČ•ˇ will write down the amount of words on the Speed Record Sheet in the first blank. Then the partners will switch roles and repeat the same steps. 

 

7) Assess the students by observing each pair as they read to each other.  Make sure that they are doing everything correctly and listen carefully to them as they read.  Have the students turn in their speed recovery sheet so that you can see if they are improving through this activity. Have each student read one of the sentence strips that they practiced with earlier to you so that you can see if they got faster, smoother, or more expressive through this lesson.




References:

 

Jack and Gail go to Spain www.readinga-z.com

 

http://www.auburn.edu/rdggenie/fluency.html (web page entitled Č•ĢDeveloping Reading FluencyČ•ˇ)