Flowing River Fluency
main goal and objective of reading is comprehension.
In order to comprehend children need to learn
to read with fluency. There are three
criteria in order to be considered a fluent reader.
They are reading with speed, automaticity,
and without effort. The main objective
of this lesson plan is to help students to be successful fluent readers. I will accomplish my goal by teaching the
strategy of rereading or repeated reading of a text.
By using the rereading technique students
will be able to read a text quicker by picking up more sight words into
mind’s vocabulary storage.
copies of the book: Always Be Safe By:
board/ white board (Write two
sentences on the board. Example
sentences: My mom and I went to the store to do some shopping. We were at our grandmother’s house really
late last night.)
watch (for one-minute reads)
reading chart; half a piece of
poster board; to show students’ progress
- Introduce the lesson to the
explaining: The whole point of us
learning how to read is to learn and understand information, whether
gain knowledge or for enjoyment. We have
been learning how to sound out words and make sense of what we have
read. The quicker we read with the least
better readers we will become; this is called reading with fluency. So, let’s develop our fluent reading.
- You already know the strategies
cover-ups and cross-checking. When you
are reading a sentence and come to a word you do not know first you use
cover-up strategy. We will use the word
shock for example. Sound out the vowel,
then the first consonants, and finally the ending consonants. (/o/ . . .
/sho/ . . . /shock/) Then once you say the word read the whole
sentence over again to see if it makes sense.
- Now I am going to model two
ways of reading: reading without fluency and reading with fluency. Here is an example of disfluency:
The plannn, plane will taaake off the grrrind, grouuund,
ground in five minnnutes. Now here is
the same sentence, but fluent: The
plane will take off the ground in five
minutes. Do you see a difference? In the first example it was difficult to
understand what I was saying. Also, it
was hard to understand what I was trying to say, what my message was. The second sentence was clear and fluent. Everyone could understand what point I was
- We are going to partner-up and
sentences. Two sentences will be on the
board. You will read one sentence and
then your partner will read the other.
Keep alternating until your sentence sounds like a flowing
My mom and I went to the store to do some
shopping. We were at our grandmother’s
house really late last night.)
- Now that you had time with your
to practice building your fluency strategy by rereading the sentences
read a book. I am going to see how much
each of you grow in your fluency reading by charting one-minute
readings. You are going to read the story Always Be Safe. This book
teaches us different ways to be
safe; From zipping up your coat to sitting properly in a chair. You will find out why it is so important to
be safe when you read the whole story.
- Have the students read Always
Be Safe to you individually. (Do a
one-minute read as a pre-assessment.) Ask
the students some comprehension
questions. Example questions:
Why should you wash your hands before
eating? What might happen if you do not
sit in your chair correctly? What might
happen if you don’t zip up your coat?
Why should you be safe? (When
are taking one-minute readings from individual children have the rest
class read silently.)
- Then have the students read the
again (this time with a partner). Then
have all the students perform a coral reading by splitting up into two
groups. (The two groups will read aloud by
- Assessment: Have
the students read the story to you one
last time individually. Take a
one-minute reading again. Also, ask the
same comprehension questions as asked earlier.
Chart their pre-assessed times along with their
post-assessed times. Share the data with
the class to show their
Choron, Anna. (2004.)
Like the Wind.
Gainor, Brandi. (2004.)
Schulz, Kathy. (2003.)
Be Safe. New York, NY:
to the Encounters