Quickly, Let's Go Fly a Kite
Fluent reading is when one recognizes word easily and automatically as they read them. If readers want to be able to read quickly, smoothly and with expression they must become fluent readers. When a student has mastered fluency in reading they can begin to develop their silent reading ability. This lesson is designed to give students continual readings of a book in order to become a more skillful fluent reader. It will also give the students the knowledge of how important automatic reading is.
Materials: speed reading record for each student, partner check sheet for each student, stop watches for the couple of students, pencils for students, whiteboard, marker, cover up sticks for each student, give copies of the book to every student: Kite Day at Pine Lake by Sheila Cushman & Rona Kornblum. c1990.
Speed Reading Record:
- After 1st read _______
- After 2nd read _______
- After 3rd read _______
This is the partner check sheet for students to evaluate their partner's fluency:
When I take note of my partners read, he/she can:
After 2nd After 3rd
1. Remembered more words _______ _______
2. Read faster _______ _______
3. Read smoother _______ _______
4. Read with expression _______ _______
1. Begin lesson by explaining to the students that in order to become fluent readers they must learn to read with fluency and accuracy. Also, they must retain the information of what they have read in order to comprehend the meaning of the text. Teachers says: Boys and girls, today we are going to practice reading a little faster and with accuracy. When one learns to read with speed and accuracy we will have achieved fluency. It is essential that we learn to read fluently so that we can read things quickly and easily without much effort so that we can focus on the meaning of the words we are reading. To become a fluent reader one must read the same book several times which helps us to become fluent readers. Today we are going to read a story many times so that we can become more skillful fluent readers. Every time you read the book I want you to try to read it faster each time.
2. Explain to the students how to use the cover up approach that can help them decode harder words while reading. While reading, you may come across some difficult words. One way to help you read a word that is to hard is by using your cover up stick. Write the word champ on the board. By using my helpful cover up stick I am going to demonstrate how to decode a word that is harder to read. When you come across a word that is too hard to read use the cover up stick to cover up parts or chunks of the word so you can sound it out. Cover up all the letters except the a and sound out the sound of the short a=/a/. My next step is to look at the letters leading up to the vowel, ch=/ch/. Finally I will look at the m=/m/ and the p=/p/. So I am going to look at just the vowel, and I know that the short a says /a/ sound, remember like the doctor telling you to open wide. Next, I am going to look at the letters leading up to the vowel, so ch=/ch/ so I have /ch//a/ and finally the end of the word, /m/ and /p/, so now we can read our word that we could not read before, /ch//a//m//p/. As you read your book and you come across a tough word, remember to use your cover up stick.
3. Next I am going to demonstrate how to read with fluency. I am going to write the following sentence on the board: The children love flying kites. Now I want everyone to use their listening skills as I read the sentence. The first time I read it, I will read it very slowly and without fluency. The---children---love---flying---kites. Now I am going to read it fluently and faster: The children love flying kites. Which one do you think sounded better? Which one do you think is easier to understand when I read it? It is much easier to listen to reading that is fluent and fast than reading that is slow and is not fluent that is why we all need to practice reading faster and fluently so that you and anyone else that is listening to you read can understand what you are trying to read. That is why we need to practice.
4. Now I am going to give each student a copy of the book Kite Day at Pine Lake. Each student will get his or her own copy of the book while reading it to themselves. This story you are about to read is about a group of children who love to fly their kites at the lake. A boy named Bob does not have his own kite and he is upset because he cannot join the other children and fly a kite. All of their kites are different shapes, colors, and sizes. Will Bob end up getting a kite? Well, read to find out. After the students finish reading we will discuss the events of the story.
5. Next, the students will be assigned a partner and will be given one stop watch per partner as well as a Partner Check Sheet and Speed Reading Record for each child. Each child will read the book three times. The listener will time each reading and give a report after the second and third readings. They will record the times of each reading on the Speed Reading Record. The reports are to only be positive. The student records the answers on the evaluation sheet. With your partner you will read the book three times. Time each reading and record the time on your Speed Reading Record. After the second and third readings, you will mark the evaluation sheet. You may look at the times to determine if your partner is reading faster each time.
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. I will also evaluate their reading record and partner checklist.
Murray, Bruce. Developing
Tate, Natalie. "Kites are Slow,
Marsden, Brigette. "Hurry, Off We Go"! http://www.auburn.edu/academic/education/reading_genie/navig/marsdengf.html