Book It Into Reading
Elana Rees Willett
and Fluency Lesson
Comprehension is the main goal in
reading. In order for children to comprehend easily, they must be
able to read fluently. Fluent readers can read smooth and
quickly, with expression. This lesson is designed to help
children realize the benefits of fluent reading and to help them become
more fluent in their reading.
Fidgety Fish books
Dye cut fish, beach scene w/
Stopwatches for each child
Chalk and chalk board
1. Begin by
explaining to the children that they have become excellent decoders and
that now it is time to use those decoding skills smoothly to be fluent
readers. Explain that this will help them to read better so it
sounds like their everyday speech. Write the sentence on the
board and then read it in two ways out loud to demonstrate the
difference in non-fluent and fluent reading to the children. “I
am going to read a sentence twice and I want you to tell me which one
sounds more like regular talking and which one does not.
G-o o-u-ou-t in-to th-e s-e-a-sea and s-w-i-m or Go out into the
sea and swim. Which one was better? Great, the second
one! Yes, because we could understand it since it was faster and
2. “We are going
to read Fidgety Fish by Ruth Galloway and time ourselves to see how
many words we can read smoothly and quickly in one minute.” Pass
out book, stopwatches, and tape recorders, have students read once with
you while you time in front of the class. Show them how to mark a
stopping point after the minute is up and then how to count all the
words up to that point. “Ok, now that we have practiced it once,
get with your partner, and read to each other for one minute.
Whoever is reading needs to be recording themselves while your partner
times you, then switch up. Once your both finished reading into
the recorder for one minute, total up your words and put that number on
the bottom line of your ocean. Add ten to that number and place
it on the line above, then keep adding ten until you get to the top of
the card where the school of fish is. Keep reading and timing
with your partner. Move your Velcro fish up as the number of
words you read increases! The challenge is to read fluently
enough to get your fish to the school. This means that you are
reading more fluently and reading more words in a minute’s time!
You will only have to record yourselves on the first read.”
3. Have students
read quietly to each other a few times until they get their fish as
high as they can. Once they have done this, they can get a book
of their choice to read while you assess each child. Remind
students to reread the sentences that they have trouble with in order
to be more fluent readers and to better understand the story.
Call students to your desk and
have him or her bring their first recording with them. Have the
students read for one minute again while you record. Then you and
the student can both listen to their progress from the first time to
the last and discuss their improvements and the benefits of fluency.
Jennifer, Dive Into Reading.
Adams, Marilyn Jager.
Beginning to Read, University of Illinois at Urbana-Champaign,1990.
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