Running for
Growing
Rationale: Children
are able to read fluently once they
can learn to decode words effortlessly and automatically.
When children read fluently, they can enjoy
reading more. Helping children learn to
read fluently involves practice reading and rereading text to increase
the
child’s time. This lesson will aim at
children doing one-minute readings with a partner, and this will help
increase
their reading fluency.
Materials:
Procedure:
1.
“Today we are going to practice reading very fluently, you know
when you
read fast! The reason we need to
practice reading fast is because it will make us better readers, and it
will
help us understand the story better.” Have sentence written on the
board: On our way to the park Suzy
stopped to smell the flowers, and read the sentence very slow like a
beginning
reader would. “Now I want you
to look at the board at our sentence, I am going to
read it to you. O-n ou-r w-ay t-o th-e
p- (I can’t remember that sound, I think I will use my bookmark to
cover it up)
p-a-r-k park Suzy st-o-pp-ed t-o sm-ell the f-low-ers.
Did anybody hear anything wrong with that
sentence? Yes, it was too slow and you
could not really understand what I said because I read it so slow. Now listen to me this time while I read
it. On our way to the park Suzy stopped
to smell the flowers! Did that sound
better? Why? Yes because I read it
faster and with expression, and everyone was able to understand the
story. Good job!”
2. Give every student their own
Running for Reading chart and the running shoes. I would
like you all to look at your charts; this is going to help you measure
your
reading progress. The numbers on the
side of the chart represent how many pages and the shoes are to mark
the number
of pages you read in one minute. You are
going to get with your partners and time each other for one minute,
then you
will record how many pages they read for that one minute on your chart. They will use the running shoes to mark
it for that one time, and then they will color in like a graph, so
their
progress will be marked on the chart.
3. Okay is everyone ready and do you
have your book, stopwatch, running
shoes, and chart. Now remember to mark
the progress with your shoes, and then once you and your partner have
both read
for one minute, color in a bar for the number you have read (show
and
example on the board, read four pages draw a line to four and color in
like a
graph).
Then read again, each partner for a minute, and then color your
graph
in. Does everyone know how to do
this? Any questions? I
want you all to do at least 5 one minute
reads at least, and do more if we have time.
4. Allow the class to do the one
minute reads, walk around and note the progress, and help if the
children need
it.
Assessment:
Collect
the children’s charts and note their progress with the one
minute reads to see how many pages each child read in one minute.
Resources:
Eldredge, J.
Loyd. Teaching Decoding in Holistic Classrooms.
Asbury,
Sarah, http://www.auburn.edu/rdggenie/insp/asburygf.html. “Let’s Leap into Great
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