On Your Mark, Get Set, Read!!!

Growing Independence and Fluency

Kristin Herren

Rationale:

Reading fluency is known as the ability to recognize words accurately, rapidly, and automatically.  Fluency is an important concept and strategy for students to learn.  Students who are fluent read more material with greater skill over a certain amount of time.  This strategy will enable readers to read fast and smooth and with expression.  If students are fluent, they will comprehend what they are reading with greater ease.  The goal of this lesson is to develop greater fluency. 

 
Materials:

      -  I enjoy riding in the boat on the lake.

      -  Will you go to Meg’s party on Sunday?

 
Procedure:

    1.  Explain to the class that it is important for them to be fluent when they read in order to read quickly and accurately.   “Today we are going               to  continue to become better readers by working on fluency.  This is a skill that will help you become faster readers and you will be able to                 read words easier.  We are going to do this by reading and rereading a book.  The more times you read a book, the more practice you have and more fluent you become. 

2.  “I am going to read a sentence for you but I will read it in different ways.  I want you to tell me what was different about the two readings.  Are you ready?”  (Modeling- Read the sentence first slowly, sounding out each word.  Then read the sentence smoothly and fluently).  “Which time was easier for you to understand?  Which way is how you want to read?  The second time, right?  That is what we are going to practice today.  Now let’s practice some sentences together.  Read the sentence ‘I enjoy riding in the boat on the lake.’  Ready, ok, now read it again.  Again.  Which time was the smoothest?  The last time right?  Why?  Because you practiced.  You were becoming more fluent with reading that sentence.  Now try the next one. (Repeat steps for the first sentence). 

3. Now listen as I read the sentence ‘I enjoy riding in the boat on the lake.’ (Read the first time in a slow, monotone voice, and second time with expression.)  Which time was better?  Why, that’s right the second time because why?  I read with more expression.  That is something else that we will practice when we read and reread our story.

4.  Now let’s read James and the Good Day.  This is about normal boy who likes to play; he is going to get in some trouble.  Will it be a good day?  Let’s read and see.  We are going to read this several times, so go ahead and read to yourself and then reread the story twice after you are done.”  After reading ask the students if there are any questions.

5.  Give the students as a fluency checklist.  Describe the different areas for them to check. Tell them that they will be reading with a partner and they will each fill out a checklist on each other.  “If your partner reads fast, you will mark this box; if they stop you will mark this one, and so on. 

6.  To further assess the students, have the students individually perform a one minute read with they book they have been rereading. 

 

Reference:

Reading Genie Website: http://www.auburn.edu/rdggenie/

“Ready, Set, READ!” by Ann Ludlum   http://www.auburn.edu/rdggenie/insp/ludlumgf.html

“AND THEY’RE OFF…TO READING!!”  By Jennifer Kate Hall   http://www.auburn.edu/rdggenie/insp/hallgf.html

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