Growing Independence and Fluency

Rationale:

Materials:

• speed reading record for each student- (shown below)
• partner check- sheet for each student- (shown below)
• stop watches for each pair of students
• pencils for students
• whiteboard
• marker
• cover-up critter for each student (Ex. Popsicle stick. Mine is decorated with eyes)
• copies of the book for each student or pair of students: by Geri Murray

Name: _________________________            Date: ___________

Time:

Partner check- sheet:

Name: ________ Partner: ______________ Date: _________

I noticed that my partner... (check the circle)

After 2nd           after 3rd

( )                     ( )                     Remembered more words

( )                     ( )                     Read faster

( )                     ( )                     Read smoother

( )                     ( )                     Read with expression

Procedure:

2.  Explain to the students the cover-up strategy that they can use while reading.  Class, do you remember when we talked about what we do when we get to a word that we do not know? A way to figure out the word is to use your cover-up critter.  Write the word splint on the board.  Using my cover-up critter, I am going to model how to decode a word.  If I do not know what this word is, this is what I would... I cover up everything but the i, (cover up all other letters).   Cover up all the letters except the i and sound out the short i=/i/ sound.  Then I am going to look at the letters leading up to the vowel, spl =/spl/. Lastly, I would look at the end of my word and blend the last sounds with my chunk. So /n/ and /t/ plus /spl/ reads splint Now when you come across a tough word, you can use your cover- up critter.

4.  Now, I am going to give each student a copy of the book The Bike Ride.  They will each get to read it by themselves before coming together with a partner for timed readings.  This story is about Nate who has been visiting Tim and Jan but lately, he is not much fun.  Can Tim and Jan come up with a plan to get their friend away from the television? We will, read to find out.  After the students finish reading, we will discuss the events of the story.

Assessment:

The students will each bring me their Speed Reading Record and partner checklist. I will perform one-minute reads with each child to check for fluency and accuracy, noting their miscues.  The one-minute reads will let me see how many words the child is reading a minute as well as how much automaticity is developed. Finally, I will ask a few comprehension questions to ensure that they did not speed read through the material and to see that they actually understood the story.

Resources: