your mark, get set, READ!!!
Fluent reading is an important part of successful reading. Fluent
are able to read smoothly and fluently. If children are able to
fluently, they can focus more on the content of the story instead of
on decoding each word slowly. Using one minute reads and repeated
great tools for students to help them become fluent readers. It
important for fluent readers to read voluntarily, so providing
in class to read silently can be very beneficial to their reading
set of Red gets Fed (Educational Insights)
for each group
- Explain to children that successful
readers are able to read words fluently and so today we are going to
work on reading words so that they flow. Give students an example
of reading a sentence fluently and reading a sentence slowly.
“Boys and girls I am going to read two sentences and I want you guys to
tell me which sentence sounds better and is easier to understand!
Sentence one: Mmmooolly jjjuuummpped oonn hheerr bbeeedd.
Sentence two: Molly jumped on her bed. Now which sentence
sounds better? (the second one) Great job! Now why did the
second sentence sound better? The second sentence is better because it
was faster and smoother. (You could understand what I was saying in the
second sentence. Instead of focusing on
one letter I bended the letters to make a word, and those words
together made my sentence). Write another sentence on the board
.(I went shopping with my mom today.) have the students’ break up into
groups of two and practice reading the sentence fluently and slowly
decoding each sound to each other.
- “I have a question for you, when we talk
do we drag out the sounds we in our words or do we talk somewhat
quickly and smoothly?” That is right; we talk somewhat quickly and
smoothly.” Today we are going to work on
reading as smoothly as we talk. We are going to see how fast and
smoothly we can read passages out of our book and chart the
information. We are going to read a book called Red
gets Fed. Red is a dog. Red is some times tricky.
Red loves to eat and eat. Red
decides to pull a trick on his family, but I wonder what he is going to
do? Well to find out what will happen I
will put you into groups to read the book.we will have to read the book. Once we get into groups, I will give each
group a chart, a book, and a stopwatch. I want you to take turns
reading to each other. One person will be the reader and one
person will be the timer. The timer will give the reader one
minute to read as much of the book as possible. If you come to a
word you don’t know, try covering up part of the word. For
example, if you can’t figure out the word “rip”, first cover up
everything but the i = /i/, then add the r-i = /ri/. Finally, add
the p = /rip/. Oh, rip. If the cover up method does not
work, finish reading the rest of the sentence and see if you can figure
out the word from the meaning of the sentence. If that doesn’t
work, ask your partner for help. I will also be walking around so
that I can help you. Each person is going to have several turns
to be the reader and timer, so that we can become great fluent readers!”
- “After each time you read, I want you to
count the number of words your read during that minute and mark that
number on your chart. Move your marker on the chart up and down
if you read more or less words in the next minute. After you have
several turns reading, I bet you will be able to move your marker
higher and higher as you learn to be a more
- After children have done this with a
partner several times, have each child pick out his favorite library
book and create a chart of his own. On this chart, the student
can record how many words he or she can read in a minute and become
aware of his or her reading fluency.
For assessment, have the students come up to your desk and have the
read their favorite part of the story to you and time them for one
minute. Record the number of words they read and track their
development throughout the year.
Beth Montgomery Wow! What a
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