Catch Me If You Can!!!
Growing Independence and Fluency
By Milissa King
In order for children to understand what they are reading, they must learn to read with fluency. Through repeated readings, children will gain practice and their reading will become faster. The more fluent children become at reading, the less time they will spend decoding words and the more time they will spend comprehending the text. The purpose of this lesson is for children to become faster, more fluent and comprehending readers through repeated readings.
stopwatch, set at 1 min.
countdown, per group of 2 students plus one for teacher.
J. (2003) Stanley and
the Magic Lamp. HarperTrophy. New York. (one
Speedy pilot progress charts (one for each student) to chart progress using 1 minute readings – These will have Velcro airplane cut outs to chart student's progress through repeated readings. (# of stopwatches will depend on # of students in class)
Class set of Decodable Texts – Jane and Babe, Phonics Readers: Long Vowels (One per student)
3 Sticky notes with "1st," "2nd," and "3rd" written on them for each child
Class set of repeated reading checklists – As I listened, my partner: 1. Remembered more words, 2. Read faster, 3. Read Smoother, 4. Read with expression. (One per student)
Any text for teacher to model – I chose Stanley and the Magic Lamp by Jeff Brown
Teacher check lists for each student's assessment (Running Record, speed check list, smoothness and accuracy)
Decodable text library
(one for each student)
1. Begin the lesson by telling children what fluency is and why it is important. Tell them that fluency can be gained by rereading. Explain that when we become more fluent, we are better able to comprehend the text. "Today I would like to talk with you about how important it is for us to learn to read faster. Does anyone know why it is important for us to learn to read fast? It helps us to be able to better understand what the words are telling us. We can learn to read faster by rereading a book that we have already read." "Who knows what it means when I say "reread?" That's right. It means to read it again. When we read a book for the first time, we may see words that we have never seen before and sometimes it might take us a minute to figure out how to pronounce those words. But, when we read that same book again, we will recognize those words that gave us trouble the first time and it will take us less time to read."
5. Allow children to practice rereading to their partner using checklists to check progress. "Now I would like for you to get with your partner. I am going to give each group a stopwatch set on one minute, 2 Speedy Pilot progress charts (one for each student) and sticky notes with 1st, 2nd and 3rd written on them to indicate the reading times. Both you and your partner will take turns reading for one minute and being the time keeper. You will do this three times. When one minute is up for your first reading, you will take the sticky note that says "1st" and place it on the word you were at when the alarm sounded. Then, you will count how many words you read and place the speedy pilot on the chart next to the number that matches how many words you read. Then, you will read the book a second and third time. After reading the second time, you will count the number of words you read and move your pilot that many spaces. You will repeat this a third time. When the first person is finished, switch and let your partner read. If you have questions or need help, raise you hand and I will help.
6. "When both of you have finished reading Jane and Babe three times, raise your hand and I will be by to tell you what to do next." Allow children to read and reread any text they wish from the class' decodable library to encourage silent, voluntary practiced reading.
Ask each child to read out loud to you. Record each child's
speed, expression and
smoothness and accuracy with checklists (speed checklist (words per
minute) = #
of words x 60 / # seconds; accuracy with running records).
J. (2003) Stanley and
the Magic Lamp. HarperTrophy. New York.
Crenshaw, Cindi – Flying Through the World of Books: http://www.auburn.edu/rdggenie/elucid/crenshawgf.html
Stewart, Christi – Ready, Set, Read!: http://www.auburn.edu/rdggenie/openings/stewartgf.html
Questions or Comments? E-mail Milissa King