Quickly, Let's Go Fly a Kite

Andrea Shelton

Developing Fluency

Rationale:

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.

Name:_________________________            Date:___________

Time:

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         _______          _______

4. Read with expression                 _______          _______

Procedure:

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.

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.

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.

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