Go Speed Reader!
first learn to
read, they read slow and choppy. Much effort and emphasis is
decoding. The reading does not sound like a story or a connected
text. Instead it sounds simply like a string of words. In
conjunction with the child’s reading is also his/her understanding of
text. Their reading success is based on decoding new words, but
can they explain to you what they just read. It is important for
to gain fluency in their reading. This is the first step in
reading comprehension. When their reading sounds like speech, it
begin to make sense. A good lesson for fluency involves rereading
texts. In this lesson, the students will practice reading and
with a partner. They will assess each other on fluency and
That Went Oink by Bernard Most (Several copies for each child)
- Now that we know all of our
correspondences, it’s time that we get to be better readers. A lot of time when we read it is slow and kind
of choppy. Don’t you think?
Well today we are going to try and read faster and a lot
smoother! This is what we like to call
- I am going to read you a sentence and
I want you to tell me which sounds better. “I….li…ke….ice….cr…cr…eam.” or “I like ice
cream”. Which sounds better?
The second one! Right! That is
what we are going to try and focus on today!
- “We are going to read ‘The Cow That
Went Oink” today. Wait a minute, a cow
that went oink? That doesn’t sound right! I wonder what is going to happen to this cow
to make him say oink! What animal says
oink? A pig! That’s
right! What do cows say?
Moo! Let’s read to see if you
can figure out what is going to happen to this cow!”
- Let the children read the book to
- Finished? Ok,
now we are going to do something called “quick reads”.
I am going to time you for one minute and I want you to try
and read as many words in that one minute as you can.
After that we will count the number of words and move our
racecar on our Go, Go Speed Readers racetrack. We
are going to try to make it further around the track every time we read! Watch me!
- Model for them by reading for one
minute and then have them help me count my words and move my race car.
- Put the students in pairs. Each child will count the other child’s words
and move their racecars. Repeat 3 times.
- Graph their reading times to assess
how the children did on their reading!
http://www.auburn.edu/rdggenie/guides/hensleygf.html. Reading Racers.
Lloyd, (1995). Teaching Decoding in Holistic Classrooms.
Inc. pg. 8, 19.
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