Reading for Fluency
Rationale: Fluency is the ability to be completely absorbed in the process of creating meaning with a text, with no conscious thought given to any of the mechanics of reading. In order to be a fluent reader, one must first understand the importance of reading. In order to read more smoothly, children can reread whole text, thereby increasing fluency and word recognition. By reviewing the a_e=/A/ correspondence, children will be able to read and recognize words fluently using the long A sound.
Materials: A copy of Jane and Babe (Educational Insights) for each child; primary writing paper; pencils; paper cut-outs of an ice cream cone, scoops of ice cream (yellow = vanilla, pink = strawberry, brown = chocolate, green = mint, etc) with the following words on them (Babe, gate, rakes, game, on, big, mane, wins, say, late); and a checklist with the following on it- choppy, smooth, smoother.
Procedure: 1.) Begin the lesson by modeling how the non-fluent reader reads. Read very choppy to demonstrate this. "B-abe says/stays in h-his c-c-cage. The c-cage has B-base nose/name." Boys and girls, what did you notice about the way I read those sentences? Be sure that the children notice that it was choppy and not smooth. Then read very smoothly to demonstrate how a fluent reader reads. "Babe stays in his cage. The cage has Babe's name." What did you notice about the way I read this time? I read the sentences more smoothly and connected than the last time. Were you able to recognize the words more quickly? This is the way that a fluent reader reads. It takes a lot of practice, and this is what we are going to try to do! Today, we are going to read words that have the /A/ mouth move.
2.) Have the children split into pairs. Each group will receive a paper cut-out of an ice cream cone and several scoops with words on them. Some of the ice cream scoops have the /A/ sound on them and some of them don't. We are going to work with our partners to create a yummy ice cream treat! Model to the children- pull a scoop out of the pile and ask them if it has the a_e=/A/ mouth move. If it dies, have them add it to their cone. If it doesn't, have them set it aside.
3.) Read Jane and Babe to the class demonstrating fluent reading. Each child should then receive their own copy of the book. Have them place their ice cream cones to the side and have them take turns reading to their partners. The teacher should then go around the room and listen to the students read- taking the checklist and marking the appropriate box for each child (choppy, smooth, smoother). Remind the children that if they get stuck on a word, to try to use a cover-up.
4.) Have the students take out their primary paper and a pencil. While still in their groups, have them go through the story and pick out some words that have the a_e=/A/ correspondence I them and write them on their paper. The students can then write their new words on blank scoops and also some words without the appropriate correspondence and switch with other groups for practice.
Reading Genie Website: http://www.auburn.edu/rdggenie/breakthroughs.html
Jane and Babe, Educational Insights 1990
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