Reading and Racing with Arthur

Fluency Design

Erin Carey

Rationale: The most important step a child can make is to become a fluent reader. To become a fluent reader a child must practice, practice and practice. The ultimate goal of comprehension is becoming a fluent reader, which is why children need as much reading practice as possible.


Arthur's Reading Race by Marc Brown published by Living Books

Reading Logs- with the date, amount read, and time read on each line

Digital Timers with stopwatch for each group

Checklist with fluency and expressiveness on it for each child

            Fluency>      - - - -       -----         ____ 

            Expressiveness>  _____     --~--~     ~~~~~



1)I am going to read a sentence two different ways. While I am reading I would like for everyone to notice the difference in the sentences. Read the sentence first by sounding out each phoneme, making the sentence sound very choppy and broken up. Then, I would read the second time quickly and smoothly making the sentence much easier to understand. Which one was choppy and which was smooth? Which was easier to understand and why do you think so? I will now read two other sentences, listen again for the difference of the two. Read the first time with a monotone and dull tone, making the sentence dull to listen to. Then read it with excitement and enthusiasm, which captures much more interest from the listener. Which time did you better understand the text? Next explain to the student how reading with expression can make reading fun and easier to understand. Explain that a fluent reader is someone who reads smoothly, fast, and with expression. The way we will all become fluent readers is by practicing by reading our books over and over again.

2)Our first activity will be reading the book Arthur's Reading Race. We will be practicing how to increase our reading speed. We will be reading the book several times, so we can increase fluency while also reading faster. Book talk: In this book Arthur learns to read, he likes it so much he reads in the car, in the bed, to his puppy, and even to his sister D.W. Arthur tells D.W. he will teach her how to read, but she says she already knows how to read. Arthur doesn't believe her and they set out to see if she can actually read. Let's read to find out if D.W. proves Arthur wrong.

Its ok if you do not know a word or two. Just remember to use our cover up method. Everyone remembers how to do the cover up method right? Well here is your reminder. Try and sound the word out to yourself first and then if you are still having problems cover up the word, and uncover chunks of the words and put those chunks together.

3)After we read the book, we will do a one-minute read. To begin a one-minute read I will set the timer for one minute. When the timer sounds. I will then ask you all to write down, each time you read, the number of pages read. The object of this reading practice is not to just make up words to get finished quickly. Make sure you are also reading for accuracy and fluency. Next, model a minute read. I will read as many pages as I possibly can, in one minute. I would like for you to time me while I am reading. Remember that you will be asked to do the same thing, when I am finished modeling. Pay close attention to the steps in a quick read. I will set the timer for one minute; as soon as the timer goes off I will stop. Read the book for one minute. I will now write down, in my reading log, how long I read (one minute) and how many pages I read (4 pages). Students I would like for you to do a quick read, just as I modeled before. Don't forget to cross check, when we go back and reread a sentence if it doesn't make sense, just like before. Ready to read, GO!


Give the children approximately ten minutes to silently read as much as they can. Next, I will divide you up into groups and you will do a timed quick read with your partner. One person will time while the other reads aloud. Read 3 times each, for one minute. Make sure to record your time and pages each time you read in your reading log. Assign each child a reading partner. Give each group a stopwatch. Remind the students that they are reading for accuracy, fluency, and speed.

While they are reading walk around the room and listen to each child read and take notes on each one.

Assessment: Have the children read the page they are the most comfortable with to me, listening carefully for the expression and fluency in their reading. Have a checklist ready for each child and mark what the child did well on and what it needed a little more practice on. I will also take up their reading logs to see the improvement in their one-minute reads. Lastly, I will have my notes from when they were reading with their partners to use to plan future lessons.


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