Reading Faster with Wild Thing
Independence and Fluency
Rationale: In order
for fluent readers to focus on the meaning of text they must begin
automaticity. One-minute reads are ideal
for this because they allow the student to reread the same text several
times. Hopefully, each time they will
increase in the number of words they can read in one minute. “When a student reads material at a
frustrational reading level twice, the difficulty of the material on
reading moves to instructional level.” (Eldredge 125)
the Wild Things Are by Maurice Sendak (1 for each pair)
(1 for each pair)
monster graphs (1 for each student)
- Introduce lesson by explaining that in
order to become really good at something we have to practice.
“ WHAT DOES IT MEAN WHEN WE SAY PRACTICE MAKES PERFECT?
THAT’S RIGHT; IT MEANS THAT IN ORDER TO BECOME REALLY GOOD
AT SOMETHING WE MUST PRACTICE. WHAT IS
SOMETHING YOU HAVE HAD TO PRACTICE AT TO BECOME GOOD?
READING IS SOMETHING ELSE WE MUST PRACTICE SO THAT WE CAN LEARN TO
- “TODAY WE ARE GOING TO
PRACTICE READING FASTER BY SEEING HOW MANY WORDS WE CAN READ IN ONE MINUTE. FIRST, WE ARE GOING TO REVIEW SOME THINGS WE
NEED TO KNOW IN ORDER TO PRACTICE READING. WHO REMEMBERS WHAT A COVER-UP
IS? THAT’S EXACTLY RIGHT- A COVER-UP IS A
WAY THAT WE READ A WORD WE ARE NOT FAMILIAR WITH. FOR
EXAMPLE, IF I CAME TO THIS WORD (write fetch on the board) I WOULD
COVER UP EVERYTHING BUT THE E
(cover the f and tch). WE
KNOW THAT e=/e/.
NOW LOOK AT WHAT COMES BEFORE THE E, /f/. BLEND
ALL THIS TOGETHER TO GET /f/ /e/. NOW ADD
WHAT COMES BEHIND THE VOWEL: /ch/. BLEND IT ALL TOGETHER TO GET /f/ /e/ /ch/. USE THIS COVER-UP METHOD WHENEVER YOU COME
ACROSS A WORD YOU DO NOT KNOW.”
- Have the students pair up and give
each pair a copy of the book, a stopwatch, 2 rubrics, and
markers/crayons. “TO DO A
ONE-MINUTE READ ONE PERSON WILL BE THE READER AND THE OTHER PERSON WILL
BE THE TIME KEEPER, THEN WE SWAP JOBS. EACH
PERSON GETS TO DO THE JOB TWO TIMES. THE
TIME KEEPER SETS THE STOPWATCH FOR ONE MINUTE AND STARTS THE TIMER WHEN
THE READER BEGINS READING. AFTER ONE MINUTE, THE READER
MUST STOP READING AND THEY COUNT HOW MANY WORDS HE OR SHE READ IN THAT ONE
MINUTE. COLOR IN THE MONSTER GRAPH TO SHOW
HOW MANY WORDS YOU READ IN ONE MINUTE. (Model this for
the students). THEN YOU SWAP JOBS AND THE READER BECOMES THE
TIME KEEPER AND THE TIME KEEPER BECOMES THE READER.
DO THE SAME THING YOU DID THE FIRST TIME AND MARK YOUR GRAPH. AFTER EACH OF YOU HAVE DONE THIS ONE TIME YOU
WILL EACH HAVE TO DO IT AGAIN TO SEE IF YOU CAN READ MORE WORDS THE
SECOND TIME. DOES ANYONE HAVE ANY QUESTIONS?”
- For assessment, use their one-minute
monster graphs to assess their progress from their first reading to the
J. Lloyd. Teaching Decoding in
Holistic Classrooms. Englewood
Cliffs, NJ: Prentice Hall, Inc. pp. 125.
Sara. Go Speed Racer!!!
Maurice. Where the Wild Things Are. 1963. New
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Directions: Above the first monster color up to the
number of words you read in one minute on the first reading. Above the second monster color up to the
number of words you read in one minute on the second reading.