Reading Race Cars
Rationale: Comprehension is very important to being a good reader. Beginner readers tend to spend quite a bit of time on decoding words and that breaks down comprehension. However, if fluency skills are taught it will help students with their comprehension skills. Fluency is reading smoothly, accurately, and automatically. Fluent readers use less time on decoding and more time on comprehension.
· Kitchen timer
· Progress chart for each student: a race track on paper with numbers labeled on the side of the road and a car to move along the track
· Sentence strips with sentences written on them. One sentence strips per group of 2 students. “I like to play with my pet dog and cat.”
Class set of the
book Lee and the
Team by Sheila Cushman, Educational Insights:
· Fidgety Fish by Ruth Galloway
lesson by explaining what fluency. Today
we are going to practice reading quickly and smoothly.
2. Have each student to partner with another student. Give each group a sentence strip with a sentence on them. I want you to practice reading your sentence to your partner one time. I want you to listen to each other and notice how they read out loud to you. Children then will read their sentence to the other student. Now that you have read it out loud, I want you to practice it over and over to yourself. If you need help with a word ask your partner or raise your hand I will help you. After a couple of times of reading it to themselves, have them to read it out loud again. Now I want you to read the sentence again out loud to your partner. I want you to notice if they read faster and smoother than the first time. How did they sound? Smoother? Faster? Good Job!
3. Model the progress chart to the students so that they will know how to use it when it is their turn to read. I’m going to read this book to you. While I am reading, I am going to time myself. When the timer rings then I will have to stop reading. Read Fidgety Fish or any book to class. Read slowly so that you will not finish before the timer rings. (RRIING) That was the timer, so I have to stop reading. Now I am going to count the number of words that I have read so far. I have read 75 words in one minute. So I take my chart and I put my car on number 75 because that is the number of words that I read. I want to be faster so I want to read more words than 75. So I am going to practice and read it again. Every time I read, I mark it with my car on the chart. I want my car to go further and further down the track.
4. Give books to each group. Now I want you to read to your partner. I am going to set the timer and you will read as much as you can. When the timer rings, then your partner will mark on your chart the number of words that you read. After you have had your turn then I will set the timer again and your partner gets a turn. After your turn, make sure you show me your car so that I will see how you are doing. When the students show their chart, make notes on a class chart to keep track of each student’s progress. You want to try to get your car further and further down the track. If it goes backwards, don’t worry because it happens to everybody. We will keep practicing and you will get better and better each time! Good Job!
5. For assessment, I will walk around and listen to the students as they read and they will show their chart after each read and I would call each student up to my desk for one minute reads also to make sure the charts are accurate.
Eldredge, J.L. (2005). Teaching
and Decoding: Why and How/2nd Ed.
Galloway, R. (2001). Fidgety Fish.
Click here to return to Exploration
Click here to return to Exploration