The Perfect Airplane
a fluent reader is important because fluency bridges the gap between
recognition and comprehension. When
children are fluent, they read accurately, effortlessly and with
expression. Reading sounds natural and is not
it is fluent. Fluent readers can focus
their attention on what the text means by making connections between
in the text and background knowledge.
Repeated oral reading improves word recognition, speed and
well as, fluency.
Materials: Paper, pencil, computer paper, paper clips,
fluency chart "what does fluency sound like?", one minute silent timers
each reading partner, copy of book "The Perfect Airplane" for each
strips with meaningful phrases (opened the book, looked hard, through
pages, had helped her find, of the directions, she found it, and wanted
for each reading partner and overhead.
- For the past several weeks, we have
been talking about fluent reading and how fluent reading helps us
understand and comprehend what we read. Can
anyone tell me some good words that describe how fluent reading sounds? Teacher will call on children to share words.
- I will display the "How a Fluent
Reader Sounds" chart on the overhead and write the words on the chart
as the students come up with them. Some of
these words consist of: smooth, flowing, effortless, expressive, pleasing to the ear, easy listening and attention
to the text.
- Children, if we are going to be
smooth, fluent readers, we must learn how to group words together in
meaningful phrases. When we read, we must
be careful not to chop each word, but group the words together so our
reading will flow naturally. Listen as I
read the first sentence in your story, "Elise opened the book that Mrs.
Williams, the librarian, had helped her find". Letās
look at the words in the sentence that need to be grouped together. "Opened the book" and "of the directions" are
two examples of words that should be grouped together to help our
reading flow more naturally. I will model
how not to read the word phrases, as well as, model the correct
way to read the phrases. For example,
"Opened the book
" and "of the directions" is how I would begin my modeling
activity. Next, I will model how to read these phrases
with fluency and expression. Then I will ask the children which way
sounds more fluent and pleasing to their ears?
- Children, I am going to read some word
phrases to you. I want you to echo them
back to me. Teacher reads each phrase and
allows time for the children to echo them back. I
have some more word phrases that you will find in the story we will
reading in a moment. Before we read our
story, I want you to find a reading partner and practice reading the
phrases on the sentence strips with your partner. I
am going to walk around the room and listen to you read them. I will be listening for smooth, fluent reading.
- Before we read our story, I want you
to reread the word phrases with me. Let's
choral read each one. Try to read along
with me at the same pace·opened the book, she looked, looked hard,
through the pages, of the directions, and helped her find, wanted to
win, and she found it.
- Now read the story, "The Perfect
Airplane" with your partner. Remember, we
are working on our reading fluency. As you
come to our word phrases in the story, let's see how smoothly we can
group them together. As you read the
story, see if you can find out why this airplane was so special to
- We are going to reread our story with
our partner. I want you to use the silent
one minute timer to time your partner as he/she reads the story. After one minute, I want you to stop your
partner and write on a piece of paper how many words your partner read
during that minute. Repeat this process
three times with your reading partner to see if you can improve your
reading fluency rate. Now that everyone is
finished reading the story, I want you to return to your seats.
- I will compare "progress monitoring
scores" (words per minute) to previous scores to see if fluency has
- Children will be assigned to mixed
groups consisting of three to four students. While
looking at Elise's picture of a perfect paper airplane in your text, I
want you to work together to make your own perfect airplane using the
computer paper and paper clips I have placed on your desks. Each group will have five minutes to make their
perfect paper airplane. Now that all of
you have finished your paper airplane, let's go outside to see which
airplane can travel the farthest.
Armbruster, Bonnie and Jean Osborn (2001).
Reading First: The Research
Teaching Children to Read. C. Ralph
Adler, RMC Research Corporation.
Foresman, Scott (2000). My Time to
Shine. Eddison-Wesley Educational Publishers, Inc.
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