Read as Smooth as the Breeze
Growing Independence and Fluency
Rationale: In order for students to become fluent reader, they must learn to recognize words effortlessly. The purpose of this lesson is to teach students to read faster and more fluently by providing practice with pseudo words, reading, and rereading books.
A.) “Today we are all going to read as smooth as the breeze! That means we are going to read fast and smooth! We are on our way to becoming fluent readers! But how? To become a fluent reader we must learn how to decode and blend words. Remember, fluent reader so not know every word they are going to read.”
B.) “Let’s review what happens when we come to a word we do not know. Who can tell me the first step? Good, start with eh vowel sound, add the beginning sound to it, and then the end. What else can we do? Good, we can read the rest of the sentenced to see if the word makes sense”
C.) “I am going to read a sentence to you two ways. (Kat wishes she had sister.) I am going to say it slowly this time. Kaaaat wiiiiishes sheee haaad aaa siiiiisster. Now, I am going to read it fast and fluent. Kat wishes she had a sister. Which way did you like my reading? Slow or fast? I think fast sounds so much better! Which one sounded like I was reading as smooth as the breeze?”
D.) “Now, I want you and your partner, to read this sentence on the board to each other as many times as you can until I say stop. After a couple of time you should all be fluent reader with this sentence!” (Kat played hide and seek all alone). When students finish, we will read it all together.
E.) “I am going to read a book, and I want you to pay very close attention and follow along in your book, because when I finish you are going to read it too! Who has seen a kite flying in the air? Has anyone ever flown a kite themselves? IN this book, it is kite day at Pine Lake, and everyone has their own kite. Everyone but Bob. Can he share one? Will he make one? What will the other children do? Let’s read to find out!”
F.) Have students pair up with a partner, and find a place on the floor to read to each other. Remind them to read as smooth as the breeze! “When you are finished reading this book twice to your partner and you partner reads to you twice, you may choose another book from our class library to practice reading fluently. Remember, if there are more than two words on a page that you don’t know, you might need to choose another book. Partners, you will help decide if they need to choose another book” Allow time for the students to accomplish these goals.
Assessment: Have each student come to the teacher’s desk and have him or her read for one minute fro the book out loud. Have a checklist to record their smoothness, speed, and fluency. Checklist will consist of: How many words in a minute—one minute read, how many words are correct (accuracy), Words they are struggling with.
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Gina Thomas: Quick as a mouse
Lacy Adams: Up, up and away with fluency!