Fluent reading is
a very important element in reading. Fluency allows for effortless and
automatic word recognition, it also leads to faster, smoother, and more
expressive reading. Fluency paves the way for more enjoyable
reading since children spend less time decoding words and more on the
actual story. According to Adams (1990), "repeated reading of
sentences and passages are found to produce marked improvement in
children's word recognition, fluency, and comprehension" (92-93).
Therefore, the goal of this lesson is to provide students with repeated
readings of texts to become more fluent readers. By having the students
read and reread decodable words in connected texts, students will gain
automatic word recognition which will aid students in their journey
toward becoming fluent readers.
- partner check sheet (1 per student)
- timer (1 per pair of students)
- speed reading sheet (1 per student)
- student copies of Jane and Babe
by Shelia Cushman and Rona Kornblum (Educational Insights, 1990)
The 1st read
took me _______
2nd read took me_______
3rd read took me _______
My partner was _________________
As I listened
to my partner read s/he
the 2nd read
After the 3rd read
remembered more words
read with expression
1. Introduce the purpose
of the lesson. Today
we are going to practice reading words with as few mistakes as we can
in the shortest amount of time; we call this "fluency". I am going to
show you an example.
Read the first sentence of Jane and
slowly. Bab - babe
- stays - in - his - caj- cage. How did that sound? My words
didn't flow together very well because I read too slowly and I missed a
few words. Let's see if I can make it sound better. Read it again but
that sound better? What did I do differently? That's right,
I read it faster. Let's see if I can do it even better. Reread the sentence
using speed, fluency, and expression. That time, I read the sentence
quickly and my words flowed together smoothly. I was reading with
fluency. Also, did you notice how my voice went up and down as I read
certain words? That is called expression.
the cover up strategy for their reading. During your reading, you may come across
some words that you cannot read right away. A strategy that we can use
to help decode the word is to use our coverup buddy. Write the
word thump on the board. Model how to
use coverup buddy (plain popsicle stick with eyes glued on) to decode
difficult words. When you come across a
tough word use the coverup buddy to cover up parts of the word so you
can sound it out. Cover up all the letters
except the u and sound out the sound of the short u=/u/.
Then I am going to look at the letters leading up to the vowel,
th=/th/. Finally I will focus on the m=/m/ and the p=/p/. So
I am going to look at just the vowel, and I know that the short u makes
and /u/ sound, remember like the tugboat. Next, I am going to
look at the letters leading up to the vowel, so th=/th/ so I have
/th//u/ and finally I look at the end of the word, so /m/ and /p/, so
/th//u//m//p/. So now when you come across a tough word, remember
your cover up buddy.
to students what they will do in the lesson. Today we are going to work
reading fluency. To help us do this, we will read the same book three
times. Each time that we read it, we will become more familiar with the
words which will help us to read fluently.
4. Divide class into pairs. Give each pair a copy of Jane and
Babe, as well as
two speed reading record sheets (1 for each student) and a partner
check list (1 for each student). Allow one pair of students to act out
the directions as you give them. For this activity, each of you
will have the job of being the reader and the listener. One of you will
read while the other, times how long it takes you to read the book. If
you are the person using the timer, you press this button as soon as
your partner begins reading, this starts the counting. As soon as they
finish, you press the button again to stop the counting and allow your
partner to write down the number that's on the timer. That number tells
us how long it took them to read the story. Now the second time they
read, it will be a little different. You will start and stop the timer
just like you did the first time, you will also let them write down
their time, but this time you will fill out your partner check sheet
after they finish. If they remember more words you put a check; if they
read faster, you put a check. Only if they did it can you put a check,
nothing else. You will also do this after the third time your partner
reads. After the third read, you swap positions. If you were reading
first, you are now in charge of the timer, and if you used the timer
first, you are now reading.
5. Give book talk on Jane and
Babe. Jane is a zoo keeper and her
favorite animal is Babe. Babe is a very sleepy lion. Jane wants to play
with Babe, but he will not wake up. Jane
tries and tries to wake up Babe. Will Jane
every get Babe to wake up and play? You will have to read to find out!
6. Allow students proper time to complete the three reads and fill out
the necessary papers.
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 speed reading
record and partner checklist.
- Adams, Marilyn J.
(1990). Beginning to Read: Thinking and
Learning About Print.
Center for the Study of Reading Research
and Education Center, 92-93.
- Marsden, Brigette.
"Hurry, Off We Go!"
- Cushman, S. & Kornblum, R. (1990). Jane and Babe. Educational Insights
- Murray, Bruce. "Developing
- Young, Emily. "Race
Return to Encounters Index