Ready, Set, Read!
Rationale: For a child to read smoothly they ought
be able to read faster and more efficiently than when they first
started. When decoding words becomes
effortless, reading becomes a much more enjoyable experience. The way to accomplish an enjoyable reading
experience is for the child to read and reread decodable words in a
text. The more work that is done with a
particular piece of text, the more efficient the text becomes to them. This lesson will help children read more
Materials: Whiteboard with the sentence “The car has four wheels and the school bus has six.” written on it, individual pieces of paper with the sentence (My little brother likes to eat ice cream) written on it, a piece of cardboard with a column drawn on it for each student, a small cutout of a jogger, one stopwatch for every two children, several different books of different reading levels (i.e Stellaluna by Janell Cannon), and pencils.
1. Lets begin by talking about how important it is for readers to read both quickly and efficiently. Not only do our words sound better when we read this way, but it also helps us to make more sense of what we are reading. This means that the stories are more interesting and fun to read, and less of a chore or a stressful endeavor. The first thing we should do is use the cover-up technique. Remember when we practiced this? Write sratch on the board. If I saw this word I would cover up everything but the a, like so (cover the scr and tch). I know that a=/a/. Now look at what comes before the vowel, scr=/scr/. Blend them together to get /scr/ /a/. Now look at the end of the word- tch=/ch/. Put it all together and you have /scr/ /a/ /ch/. Whenever you see an unfamiliar word, use the cover up method to try to decode it. I am going to read a sentence one time through just like a beginning reader would and then I am going to read it again like a really good reader would read it. Listen closely to the difference. “Th-e c-ar h-a-s f-ou-r- wh-ee-l-s a-n-d th-e sc-h-oo-l b-us h-a-s s-ix.” That didn’t sound quite right did it? It sounded too slow. Now let me read it again. Notice my speed this time. “The car has four wheels and the school bus has six.” That sounds much faster and clearer.
3. I am going to give each group a book to read. While one of you reads the book the other one is going to be the timer. You will be timed for one minute. Read as many words as you can. I will be walking around to help you. We are going to do this several times so that you can become a faster and more efficient reader!
4. After one minute is up you will count how many words you read and place your jogger on that number on the track. Then you will switch and your partner will do the same thing. Before you start again, make a mark with your pencil on your track on the first number of words that you read so that we can see how much faster you are getting. After a couple of times reading the book, your runner will get farther and farther on the track!
Practicing Smarter Not Harder is Best by: Leslie S. O’Neal
The Reading Race by Brandi Shirley
Cannon, Janell. Stellaluna. Scholastic Book, 1993.
Ready, Set ,Read by Christi Stewart
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