Ready, Set, READ!
In order for children
to really enjoy reading, and to better understand what they are
reading, they have to read fluently. Learning to blend is
important in fluency. Repeated readings are an excellent way for
children to become fluent in their reading.
Book Pat’s Jam (Published by
Educational insights) (one for every two students)
2. A stopwatch for every group
3. A sheet of paper with a
banana tree (with bananas) on it. The sheet should
also have a list of numbers going up along the tree starting with the
largest number on the bottom.
4. A cut out picture of a
- A chalkboard to write practice words for
- Explain to the students what you are going to
work on. Explain that you are going to talk about
being a fluent reader. To become a fluent reader we
must learn how to decode and blend words. When we
learn to blend and decode we will be able to read words that we come
across that we are unfamiliar with. This will improve our fluency.
- Explain to the students what decoding is.
Explain the strategy involved with decoding a word.
When we decode a word we always start with the vowel sound,
then go back to the first letter and work through the word one sound at
a time. For example, if I used the word ‘bad’, I
would start with looking at the vowel a = /a/, then go back to the /b/
sound. /b/ /a/ /t/. Have the
class try this strategy on some other words: hat,
- Explain to the children that when we sound out
the letters of a word together like b – a – d, it is called blending.
Have the children tell you which way to say ‘bad’ is easier
to understand; b –a – d, or bad. They should say
the more flowing way. Explain to them that it is
easier and more fun to read if we could read smooth and not choppy.
This means we would read more fluently.
- Finally let the students know it is time to
practice reading fluently. Have to students get
into pairs and give each pair a stopwatch, a copy of Pat’s Jam, and two sheets of paper
with the banana tree on it (one for each student). Have
the students read the book to each other one at a time. On
the second read, have their partner time to see how long it takes them
to read the story. If they read it in a fast time
the monkey should be able to make it to the top of the tree to get the
bananas. Remind them to use the strategies that you
worked on earlier
Have the students
read a sentence or two out of the book to show you that they are
reading fluently. Record the time it took for them
to read for future reference.
Moore: The Fast and the Fluent
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