Virginia Linne                                
                                                                                                                              
Growing
Independence and fluency

READING RACERS



Rationale
:  Students need to be able to read fluently in order to be able to read a sufficient amount of material over a certain period of time. Reading fluency is the ability to recognize words accurately, rapidly, and automatically.  Fluent readers learn to read smoothly, with expression, and fast. Students will read faster each time to focus on fluency. 

Materials: board to write sentence, individual copies of what will the Seal Eat?, checklist paper with: 1. stopped several times or did not stop at all   2. Blended words together and could understand or did not blend words together and could not understand and 3. Read fast or read slowly, and class chart to note progress in fluency

Procedures:
1. Begin lesson by telling students that to become better readers, they must learn to read faster, effortlessly, and automatically.  “When you can do all of this, reading will be much easier and more fun than ever!”  “To do this, you can read a story several times.  Every time you read it, I want you to read it faster and faster! Eventually, you will remember the story!”
2.  Say: First let’s figure out how you can read a word that you are having trouble with.  We will use what is called cover ups.  Let’s say you are stuck on the word clog.  What you should do to read this word is covering up everything but the vowel o. Think to yourself, o says /o/ like octopus. Then uncover the first letter, which would be c. Remember that c makes the /ccccc/ sound. Then move to the next letter which is l and remember that l makes the /lllll/ sound. Now blend the first two sounds together. /CCCCC/ with /lllll/ to form /cl/ and add the sound that the vowel makes to that. Now you have /clo/. Finally uncover the last letter p and think that it makes the /ppp/ sound. Form all sounds together to make the word c-l-o-g=clog. Remind the children to crosscheck and make sure that what they are reading is making sense!
3.  Show students the difference in reading with fluency and reading without fluency. “Students, I want you to see the difference in how reading WITH fluency makes reading much more fun. I am going to read the same sentence twice (write on board so they can read along). The first time I will read it slow and without fluency. I l-o-v-e t-o r-e-a-d. Did you see that I read slowly and it was hard to understand what I said? That’s because the words were choppy and did not flow together to make sense. Now I will read faster and fluently. I love to read. Could you understand what I read? See how reading faster makes reading easier and more fun? Great. I want you all to read this way in your stories today. I want you to practice reading faster so that you can understand the meaning of the story better.
4. I want everyone to take out a copy of Red Gets Fed. (Each student should have a copy). This book is about a hungry dog that cannot get anyone to feed him. Well, Red goes to around the house and tries to wake everyone up.  I want each of you to silently read this book to find out if Red gets fed.  If you finish reading the story once, read it again. Remember we are focusing on reading many times to get faster.
5.  after everyone has read the book, discuss the story. Question why Red had so much trouble getting fed.  Allow the children to ask questions and discuss the story.
6.  Now I want you to read together.  Divide up into partners at your table. I want each person/partner to read the story to the other partner completely through one time. Then, take turn reading to each other a second time while the partner listening completes a fluency checklist on the reading student. Switch. (Go over how to fill out the checklist with the class. They will have to circle which category their partner displays, like 1. Stopped several times or did not stop at all   2. Blended words together and could understand or did not blend words together and could not understand and 3. Read fast or read slowly).
7.  I will assess the students by taking time aside to do one minute read-alouds with each student.  By working with them one on one, I will get a better idea of where they stand.

Resources:

Oglesby, Kara.  Ribbit, Ribbit: Leap into Speedy Reading.  http://www.auburn.edu/rdggenie/openings/oglesbygf.html

 Stewart, Christi.  Ready, Set, Read!  http://www.auburn.edu/rdggenie/openings/stewartgf.html


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