Leaping Frogs
Growing
By: Mandy
Williamson
Rationale:
Reading
fluently is
the ability to read faster, smoother, and with expression. Becoming a
successful reader involves reading and rereading decodable texts.
Through rereading
texts, students will learn to read more words per minute. When children
practice and learn to read more fluently, they will be able to focus on
the
story and it’s meaning instead of decoding the words slowly. As
teachers, we
should model fluent reading and indicate how it sounds better than
segmented
slow reading.
Materials:
Book “Frog and Toad
are Friends” by Arnold Lobel (enough for every two people – 10
books), die cut
frogs (approx. 20), chart of pond (with lily pads) for each student.
(attached),
stopwatches (enough for every two students), worksheet with three or
four
simple sentences to read aloud to practice speed (ex. She has made a
mess.).
Procedure:
1.
Introduce the lesson by explaining that when readers read
fast, the words flow better. Words and sentences are easier to
understand and
listen to when they are read fluently instead of read slow. Read a
sample
sentence to the students. “Boys and girls, I am going to read you a
sentence in
two different ways. AFTER I get done, I want you to tell me which one
sounds
better. 1.) Thhhe fffrrroooggg llleeeapppsss iiinnn thhhe pppooonnnddd.
2.) The
frog leaps in the pond. Now, which one sounded better? That’s right,
the second
one sounded better. Can anyone tell me why? That’s right, because it
was faster
and smoother than the first one I read.
2.
Today we are going to work on reading so that it sounds
smooth and more like we are talking to someone. When we talk to our
friends, do
we talk real slow or kind of fast? That’s right, we talk kind of fast.
3.
“Now, I want each of you to get a partner. I am going to
hand out a worksheet with some sentences on them. I want you to
practice
reading the sentences out loud to your partner. Start slow to make sure
you
read all of the words correctly. Then try to say the sentences faster
and
smoother. Take turns and make sure each of you get practice.” I will
tell you
when to go back to your desks. When students get back to their desks
pass out
the frog books to each student.
4. Read
the frog book aloud using the shared reading concept.
Make sure the students follow along in their copy of the book. Model
fluent,
fast reading.
5. Today,
when we are reading, we are going to keep track of
how fast we can read. In order for us to keep track, I am going to give
each of
you a chart of a pond and a frog. Pass out the charts, frogs, and
stopwatches.
6. “I
want everyone to put their frog on the first lily pad at
the bottom of your chart. In a minute I am going to give everyone a
partner.
You and your partner are going to practice reading this story “Frog and Toad
are Friends” by Arnold Lobel (Hold up the book) I want you to
time your partner
for one minute when he/she is reading. When one minute is up, count the
number
of words that he/she read in a minute. Write this number on the first
line by
the first lily pad. This is going to be your starting point. Then
switch and
let the other person read. After both team members get their first
numbers
written down I want you to add ten to it. Write this number on the next
line.
Keep adding ten to each number until all four lines are filled in with
a
number.
Everyday
we are going to work on reading more words in a minute. When you
increase the
number of words you read in a minute you can move your frog to the next
lily
pad. But, you can only move the frog if your new number is at least
your next
number. (Demonstrate on the board).
7. Allow
the students to begin reading and timing. Instruct
students to continue reading their books until their frog has reached
the last
lily pad or until they have taken turns reading four times, or until
the time
for the activity is up. If people do not finish you can continue the
activity
again tomorrow for them to progress in their speed.
8. ASSESSMENT:
1.
Does
the student read smoothly?
2. Does
the student demonstrate advancement?
3. Is
the student reading fast enough (yet slow enough to
understand what they are saying) Make sure the students do not make it
a
competition.
9. After
the students have finished this activity, ask them to
pick out their own book from the classroom library and create a chart
on their
own to do the same
thing. This will help them
continue to be fluent in their
reading.
Burbic,
Cindy. “It’s
My Party and I’ll cry If I want to….”
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