Put a STOP to “Choppy
and Stoppy” Reading
Rationale:
In order for children to read without frustration they have to read
fluently.
Materials: One copy of Bud the Sub for each student,
a checklist for each student
(the checklist will have boxes to indicate if the child reads smoothly
for the
second and third readings
[http://www.auburn.edu/rdggenie/fluency.html]), a
stopwatch, a graph chart with each student's name on the bottom and the
correct
number range on the left side, one pencil per group of two, a black
permanent
marker, and a red permanent marker.
Example of Graph Chart
Procedures:
1. When
we want to learn something we practice it over and over again. .
Sometimes it
takes a lot of practice to learn something really well. Think about
learning to
jump rope. The first time you ever tried, did you jump perfectly? NO!
We
have to first learn to do it slowly, stopping in between each jump. Maybe we got someone else to turn the rope,
or maybe you had a friend yell “jump!” when the rope came around. It takes a long time and a lot of practice to
be able to jump rope smoothly, without stopping. This is the same thing
we have
to do in reading. We have to practice reading so that we can read
smoothly and
flow without stopping.
2. Does
anyone remember how to crosscheck? Wait for responses (the children
may
need to be prompted). That's right! We use cover-ups. Cover-ups
help us
check out reading by covering up parts of the words and figuring out
the parts
of the word that are not covered. Even though this is a great thing to
do while
reading we do not want to use it too much, or we will sound “choppy and
stoppy”
when we read.
3. Today
we are reading for smoothness. Listen to me as I read these sentences
"B-abe says/stays in h-his c-c-cage. The c-cage has B-base
nose/name." What did you notice about the way that I read these
sentences?
(Make sure that the students say something about it being choppy or
not
smooth.) That’s right! It
sounds choppy and stoppy! Listen to me read the
sentences again. "Babe stays in his cage.
The cage has Babe's name." Now what did you notice about the way that I
read the sentences? (Make sure that the students recognize
the
smoothness.) Now, was this choppy and
stoppy? This is how we are supposed to read, but it takes a lot
of
practice for everyone to become a fluent reader. Today we are not going
to try
to say each word correctly; we will just try to read as many words as
possible without sounding choppy and stoppy. Try to concentrate on staying smooth.
4. Hand each child a Bud the Sub book and
explain the directions. I am going to
time you with my stopwatch as you read. I will time you for one minute.
In this
minute, I want you to read as many words as possible. When I say STOP I
want
you to put your finger on the last word that you read. Now I want you
to count
all the words that you have read. Start with the very first word and
count to
the one that your finger is on. After you count your words, remember
the number
because I will come around to you and write it down for you.
(Let
the students do their reading and collect their numbers. As you collect
these
numbers you need to give each student a check sheet and each group a
pencil.)
Before we go on, mark their numbers on the graph paper in black
permanent
marker.
5. Now,
I’m going to count the class off, saying one, two, one, two…. When I tap your head and say you one or two,
I want you hold up that many fingers. I
am also going to put you in pairs as I walk around. On the sheet that I
just gave
you, you will see two boxes. Your listener will mark these boxes, if
you can
make your words run more smoothly. We will be doing three readings. The
first
reading will be a warm-up. The second
two readings are what we are going to be measuring. We will only use
the sheet
for these last two readings. The first box is for the second reading
and the
second box is for the third reading. Each of you will be a listener and
a
reader. If you are holding up one finger, you will be listening first,
then
reading. If you are a two, you will be
reading first, then listening. The
reader will read three times as the listener listens, then you will
switch
roles and do it again. You may begin
reading but remember that we are only listening for smoothness in the
reader's
voice. No choppy and stoppy reading!
6. As
the students are reading, walk around, observe them, make miscue notes,
and
answer any questions they may have.
Listen for students who continue to read choppy and stoppy.
7.
After the students' finishes reading do another one minute timed
reading. This
time mark the numbers on the graph with a read permanent marker so that
they
can see the difference they have already made. After all the reading
and the
rereading of this book, they will have made significant and visible
progress
with smoothness. This will be a
well-deserved motivational boost.
Reference: http://www.auburn.edu/rdggenie/
http://www.auburn.edu/rdggenie/chall/simsgf.html
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