Independence and Fluency Lesson: Ready, Set, Read Expressively!
This lesson will help students to become
more fluent readers. It is very
important for children to read with fluency.
Using one minute reads and repeated readings are great tools for
students to help them become fluent readers.
It is important for fluent readers to read voluntarily, so
students time in class to read silently can be very beneficial to their
sheets, speed record sheet, Alexander and the Terrible, Horrible,
Good, Very Bad Day by Judith Viorst
After 3rd reading
- Today we are going
to talk about becoming fluent readers. They
are a few things you need to know to become a fluent reader. First you must read smoothly.
Reading smoothly means to connect the words in a text. I will read a sentence and you tell me if I am
reading it smoothly. My words should flow
very smoothly. I ran to the store. I will make this sentence sound
disconnected first. Then I will read the
sentence again and read it smoothly so they will know the difference. The next thing you should do to read fluently
is to read with expression. I will read
the sentence I ran to the store with expression and without
expression so they will know the difference. The
last thing you should know about reading fluently is that you must read
quickly. I will read the sentence quickly
and slowly. To help you improve your
fluency we are going to do repeated readings. This
is where you read a book over and over again.
- Now I will review with my
students what they need to do when they get stuck on a word. Who can tell me what you would do to read a
word you do not know? Well, you cover up
the word and read it starting with the vowel, then the letters before
the vowel, and then the ending letters and then you blend the letters
together. If you still cannot get a word
than you can crosscheck and read the rest of the sentence.
If you get stuck on a word when you are reading use these
strategies, they will help you to become more fluent readers. Today we are going to read Alexander and
the Terrible, Horrible, No Good, Very Bad Day by Judith
Viorst. First I will have the students read a sentence in the book fast
and then slow. I will then have them read
a sentence with expression and then with none. Then I will have them
read a sentence smoothly and then choppy. Finally,
I will have the students read the book silently a few times so they can
become familiar with the book.
- Now everyone is
going to get to read this book with a partner. One
person will have a stopwatch and they will time their partner in
one minute reads. I will have the students
fill out a speed record sheet. The
students will read the passage two times and the recorder will right
down their times on the record sheet. Their
times should improve. Then the partners
will switch so everyone has a chance to be timed on their reading.
- Now everyone will
stay with their partners because they are going to practice reading
smoothly and with expression. I will give
the students an evaluation sheet. On it
there are boxes that say remembered more words, read faster, read
smoother, and read with expression. The
recorder will circle the boxes on the evaluation sheet if their partner
does these things correctly. They will
read the passage three times and hopefully they will improve all of
- Now the students
will use their speed record sheet to time their last one minute read. Their recorder will be making sure that their
partner is reading fast, smooth and with expression.
Hopefully the students will be able to read the whole book
in one minute. If they cannot finish the
book, the recorder will count the amount of words that the student did
read within 1 minute.
- Assessment: I will have each student come to my desk and
read me the book and I will do a one minute reading.
I will have the other students pick a decodable book and
read silently at their desks.
Reading Fluency, www.auburn.edu/rdggenie/fluency.html
Running Towards Fluency, www.auburn.edu/rdggenielinsp/longf.html
Judith. Alexander and the Terrible,
Horrible, No Good, Very Bad Day. Anthenum Books. 1972
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