Fluency Fun!

Growing Independence and Fluency

Anna Hughes

Rationale: In order for children to find the true joy in reading they must learn to read fluently. Being a fluent reader means a child must read consistently, fluently, accurately, and with emotion. Fluency is also intended to help increase comprehension skills. In order for the students to become fluent readers, we will work on reading speed. They will accomplish this by rereading the same book over and over again.

Materials:

-Chalk

-Chalk Board

-Kite Day at Pine Lake from Phonics Readers- a copy for each student

-Check list for Assessment (time for one minute read, how many words correct, and what are they struggling with)

Procedure:

1.) "Today we are all going to learn how to be speedy readers! That means we are going to read fast and smooth! We are on our way to becoming fluent readers! But how? To become a fluent reader we must learn how to decode and blend words. Remember, fluent readers do not know every word they are going to read."

2.) "Let's review what happens when we come to a word we do not know. Who can tell me the first step? Good, start with the vowel sound, add the beginning sound to it, and then the end. What else can we do? Good, we can read the rest of the sentence to see if the word makes sense."

3.) "I am going to read a sentence to you two ways. (Sam wishes he had a sister.) I am going to say it slowly this time. Saaam wiiishes heee haaad aaa siiisster. Now, I am going to read it fast and fluent. Sam wishes he had a sister. Which way did you like my reading? Slow or fast? I think fast sounds so much better! Which one sounded like I was reading faster?”

4.) "Now, I want you and your partner, to read this sentence on the board to each other as many times as you can until I say stop. After a couple of times you should all be fluent readers with this sentence!” (Sam played hide and seek all alone). When students finish, “Now we will read it all together.”

5.) "I am going to read a book, and I want you to pay very close attention and follow along in your book, because when I finish you are going to read it too! Who has seen a kite flying in the air? Has anyone ever flown a kite themselves? In this book, it is kite day at Pine Lake, and everyone has their own kite. Except for Bob. Oh, no!  What will Bob do?  Will he share with someone else?  Will he make his own?  I don’t know, but let’s continue to read to see what Bob does.”

6.) Have student's pair up with a partner, and find a place on the floor to read to each other. Remind them to read fast and fluent. "When you are finished reading this book twice to your partner and your partner reads to you twice, you may choose another book from our class library to practice reading fluently. Remember, if there are more than two words on a page that you don’t know, you might need to choose another book. Partners you will help decide if they need to choose another book." Allow time for students to accomplish these goals.

Assessment: Have each student come to teacher's desk and have him or her read for one minute from the book out loud. Have a checklist to record their smoothness, speed, and fluency. Checklist will consist of: How many words in a minute--one minute read, how many words correct (accuracy), and words they are struggling with.

Reference:

Choron, Anna.  Read like the wind!

http://www.auburn.edu/rdggenie/begin/chorongf.html