On your mark! Get set! Read!
Growing Independency and Fluency
Rationale: Reading fluency is the ability to
accurately, rapidly, and automatically. Individuals who are fluent
generally comprehend written text better than those who are poor at
Materials: Individual copies of Here
Comes the Strikeout by: Leonard Kessler, board for sentences,
paper to chart child’s one-minute reading.
- Say: “Today students we are going to
learn how to become better readers. In order to be a better reader, you
have to read the words correctly, you have to read fast, and you have
to be able to understand what you read. When you are able to do these
things reading will be a lot more fun.”
- Say: “Remember that to be a better
reader you have to read the words correctly. Let’s pretend that we are
reading and we come to the word [last]. To figure out what the word
says, you would cover up all the letters except for the vowel. In this
word the vowel is a=/a/. Next, cover up all of the
letters except the first letter which is l=/l/. So far
we have la=/la/. Then cover-up all the letters except
the last two st=/st/. Put those letters together
l-a-s-t=last. After you’ve figured out the word, you would then re-read
the sentence to make sure the word made sense.” I would them model how
to do this using a different word.
- Say: “Now let’s practice using
cover-ups.” I would write a sentence on the board and have one child
come to the board and use cover-ups on the unknown word. I would then
have the child re-read the sentence to see if it makes sense. If the
word does not make sense, I will let the child practice again. I would
repeat this using a different word and a different child each time. I
would continue this until I felt the children understood.
- Say: “O.K. we’re on our way to
becoming better readers. The next thing we have to do is read faster.”
I will write a sentence on the board and model how to read faster. Tell
the children that they probably won’t be able to read it fast the first
time but they will if they keep practicing. Allow the children a chance
to practice reading fast with a partner. Give them an ample amount of
time to practice.
- Say: “Alright boys and girls our last
step to becoming a better reader is being able to understand what you
read. Take out Here Comes the Strikeout. Give the
children a book talk and let them read the rest of the story on their
own to find out what happens. “Remember children we are trying to
become better readers and in order to do that we have to read fast,
correctly, and understand what you read.” Allow the children a chance
to read the story more than once if needed. Then discuss the story with
- After the children have had sufficient
amount of practice, I will assess them by giving each student a
one-minute reading with the book. This way I’ll know exactly what each
student needs work on. I’ll continue one-minute readings throughout the
year until I see progress from each student.
References: J. Lloyd Eldredge, Teaching Decoding
Classrooms, New Jersey,
Hall. 1995, 19 pages.
Leonard Kessler, Here Comes the Strikeout, New
York, Harper&Row Publishers, 1965, 1-64.
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