Growing Independence and Fluency Lesson Plan

Materials:

-Class set of decodable books, Red Gets Fed by Sheila Cushman (one per student)

-stopwatch

-pencils

-dry erase board and marker

-one minute read charts for each student

-fluency rubric for each child

-progress chart for each child (a tree with a monkey that climbs up to get bananas; the tree has numbers along it to signify how many words were read per minute; the monkey climbs the height associated with the number of words read in a minute)

Name:______________________  Date:____________

1st minute: ______

2nd minute: ______

3rd minute: ______

Fluency Rubric:

Name:______________________  Evaluator:_______________________  Date: ____________

I noticed that my partner: (put an X in the blank)

After 2nd    After 3rd

Remembered more words            ______      ______

Procedures:

2. First, I will review the cover-up strategy with all of them.  "Okay everybody, what do we do when we come to a word that we don't know when we are reading?  That's right, we use cover-ups.  For example if I saw this word (write clack on the board) when I was reading and did not know it, I would cover-up all the letters (c, l, c, k) but the vowel a because I know that a = /a/.  Now look at the letters before the vowel a, the cl.  Blend these phonemes with the vowel a.  This sounds like /c/l/a/.  Then blend the letters at the end of the word, the ck, with the rest of the letters to make /c/l/a/ck/.  When you see a word that you don't know how to read, use the cover-up strategy to help you decode the word."

3. Tell the students that: "To understand what we have read, we cannot just focus on reading fast.  We can crosscheck what we read to make sure our sentence makes sense.  For example, if I read this sentence (Write on the board: "The duck clacked and clacked.") as "The dock clucked and clucked" then I could use my crosschecking skills to determine that a dock doesn't cluck so my reading doesn't make sense.  I would then reread my sentence correctly as "The duck clucked and clucked."

4.  I will split the class up into partner pairs.  I will then pass out our book, Red Gets Fed, to each child; I will also hand out a Fluency Rubric and One Minute Read Chart to each individual child.  I will give the following book talk about Red Gets Fed, but will be careful not to give away the solution to the problem: "Red is a pet dog.  He is a sweet, but mischievous dog.  He goes and bothers Meg trying to wake her up so that she will get him something to eat.  Do you think that Meg will wake up and feed Red?  We'll have to read to find out what happens."

6. After both students have completed the entire book once, I will have them practice by doing a repeated reading of the same text.  This time I will also remind each "recorder" to fill out the Fluency Rubric after the "reader" has completely read the book.

7.  Allow the students to do one more rereading of the book for a total of three readings of the book.  Remind the students to continue to record their partner's one minute reads and to fill in the Fluency Rubric.  I will allow the students to discuss how they improved within their readings and rereadings of the book with their partner.

8.  I will then collect the students' completed Fluency Rubrics and One Minute Read Charts.  I will compare the students'  first, second, and last readings to check for improvement in fluency.  For assessment, I will have each child read a passage to me in the reading center out of Red Gets Fed.  The passage will contain approximately 60 words.  I will assess how fast they read by timing them and recording their time on a checklist.  They will then be able to read the passage through two more times and try to improve their score.  Our class will also have a discussion about Red Gets Fed to make sure that everyone comprehended the text and did not just fly through the reading without understanding the text.

References:

Cushman, Shelia. Red Gets Fed. Educational Insights: Carson, CA, 1990.