1, 2, 3 Go!
Growing Independence and Fluency Lindsey Mizzell
Rationale: Independent
reading requires students to read with fluency and accuracy.
Fluent readers must learn to read with automaticity so that they can
focus on the meaning of a text. This lesson will help students at
this level learn what it means to read fluently. Students will
also practice reading fluently with this lesson.
Materials:
*Fluency checklists for each student (checklist will have the
categories: read faster, remembered more words, read smoother, and read
with expression)
*Class set of Arthur’s Tooth by Marc Brown
*Progress chart (for student use) to keep up with words per
minute. Chart could be a rocket that moves up as words per minute
increase.
*Chalk and chalkboard
*Stopwatches
*Pencil
Procedure:
1. Begin lesson by reviewing the cover-up strategy with the
students. Say: What can
we do when we do not know a word? Yes, we use cover-ups.
For example, (write the word stretch on the board) if we came to this
word in a story how we could successfully read the word. First,
we would begin by covering up everything but the vowel e.
(Demonstrate covering up the str and tch on the chalkboard) Now
we know that e = /e/. Next, we will look at the letters that come
before the vowel which are str=/str/. Now we take the /str/ and
/e/ and blend them together. Finally, let’s look at the end of
the word tch=/ch/. On the count of three let’s put all 3 sounds
together. (/str/ /e/ /tch/) Very good! When you are
reading a story it is important to use this strategy to help you figure
out an unknown word.
2. Introduce the lesson by explaining fluency and how it makes us
better readers. Explain: Reading
with fluency means that as readers we read at a faster pace,
automatically, and effortlessly. One way to become a fluent
reader is by reading a story several times. Fluent reading helps
us understand a story’s meaning. Today we are going to practice
becoming fluent readers. Before we begin we must realize that it
is very important to crosscheck our reading. Crosschecking
involves checking what you just read and making sure it makes
sense. (Write: Ted wants a new dog.) If we said Ted wants a new dig would that
make sense? No, so we would need to go back and reread the
sentence.
3. Model reading with fluency. Explain: I am going to read you a sentence without
fluency. (Write on the board: The dog ran up a
hill.) Read: The d-o-g
r-a-n u-p the h-i-ll. Now read the sentence as a fluent
reader: The dog ran up the hill. Ask: Do you
understand the difference between reading with fluency and reading
without fluency? Now, listen as I read the sentence again.
The dog ran up the hill. I read the sentence faster this time
because it was not the first time I had read these words. The
other times I read gave me practice and helped me read the sentence
fluently this time. Reading with fluency is what we will be
practicing today.
4. We are going to practice
reading the story Arthur’s Tooth. This story is about Arthur and
his new loose tooth. Arthur is very upset because he is the only
kid in his class that still has all baby teeth. Will Arthur loose
his tooth? You’ll have to read the story to find out what happens
to Arthur. Explain: Now I would like for everyone to
practice reading the book on your own. Remember to use cover-ups
and crosschecking. After a few minutes randomly have students
pair up with a reading buddy. Buddies will read the book together.
5. Students will remain with their partner but will be asked
questions to check for understanding. What is Arthur worried about in the story?What happens at the end of the
story? What is your favorite part of the story?
Explain: Now I want for each of you to decide who in your group
will be the reader and who will be the recorder. Readers
will read as the recorders use stopwatches to set 1 minute time
limits. Together they will count the number of words read and
record their findings on the progress chart. Students will read
the story two times and then switch roles.
6. Assessment:
Call students up individually to read the book aloud. Teacher
will complete the fluency checklist for each student. Weekly,
students should be checked for progress.
