Fast and Fluent Frogs
Growing Independence and Fluency
Rationale: Reading fluency us a goal of
reading instruction. In order for students to read more fluently,
a student must learn to read quickly, smoothly, and expressively. Word
recognition can be an enjoyable task rather than a struggle. One
way students can increase their reading fluency is by doing repeated
readings of text. The more they read a text and become familiar
with it, the easier it is for them to read it. In this lesson,
students will learn how to become a more fluent reader by learning how
to read quickly, smoothly, and expressively. Increased fluency will be
gained through repeated readings and one minute readings.
Students will also learn an effective decoding strategy to help decode
-class set of Let‚s Go Froggy by Jonathan
-class set of laminated bike illustration with
words per minute written on them with accompanying Velcro
-stopwatch or timer for each pair of students
- Review techniques they have already learned to
decode words. Say, „Before we begin our lesson today, can anyone
tell me a technique we learned to use when we come across a word we do
not know how to say? Cover-ups is correct. Can someone else come
show me on the board how we would use the cover-up method on the word fluency?
(have the student model to the rest of the class) We noticed that
we look at the first part of the word that contains the vowel.
The next step was to add the beginning sounds of the word. Once
we have done this, we will have most of the sounds in the vowel and we
will be able to sound out the last part of the word.š
- „Let me show you another example of a cover-up
on the board. Our first example of our vowel-first cover-up is
the word ship. This vowel says /i/. Now, look at
the beginning Ųsh. (cover up all but this part of the
word) The Ųsh in ship says /sh/. The sounds
we have so far are /sh/ /i/, which makes /shi/. Now, let‚s
uncover the ending part of the word. The ending letter is p.
The p says /p/. That makes /shi/ /p/--/ship/.
Remember to use the vowel cover up method to figure out unknown words.š
- Remind the students how important it is to
become faster and faster at reading. „Learning to become a faster
reader helps us to understand what we are reading. It may also
help you to like reading more because it won‚t be a struggle. In
today‚s lesson, we are going to work on strategies that can help us to
learn to read at a faster pace.š
- Ask the students, „Have you ever come
across a sentence in reading that you read slowly and a bit broken up
like a robot would read it.š Model reading a sentence slowly like
they may do. „( The frog wants to learn to ride his bike). If you read
that sentence again, you maybe a little faster. Let‚s read it
together again. (The frog wants to learn how to ride his bike.)
The more you do something, the better you become at it. This
applies in reading as well. Let‚s read the sentence again and add
expression as you read it. (The frog wants to learn how to ride his
- Introduce the book Let‚s Go Froggy to
the students. Shoe them the front cover of the book. „Can anyone
guess what this story is about just by looking at the cover?
Well, this little froggy is having a bit of trouble learning how to
ride his bike. Let‚s read the story to see if he can learn
how.š Pass out books to the class. Pass out bike and frog
cut outs. Allow the students to read the book silently. Remind
the students that when they finish to sit quietly with their head on
their desk so you will know when everyone has finished.
- Pair up students with a partner. Pass out
a timer to each group of students. Explain to the students they
will be doing one minute readings. One minute readings are when
students read for one minute out loud and their partner times
them. Explain to them to be sure and count how many words per
minuate they got and record that number by putting the Velcro frog on
the bike at the word per minute point. Remind students that as the frog
moves towards the seat on the bike, their reading fluency is increasing.
- Have each students take out a piece of paper
and a pencil. Have them number to three. Have them record
how many words per minute they got on the three one minute readings.
- As the students begin to read and time each
other with their partner, you should walk around the room to answer any
lingering questions. Observe as students engage themselves in the
- For assessment, instruct the students to write
their name on their paper that contains the one minute reading
scores. Have them circle their fastest reading score. Take
this up so you will be able to compare their beginning and ending
- Remind the students to read and reread books
they have at home or from the library. Mention that they can show
their parents how much they have improved at reading!
Eldredgem J.Lloyd. (2nd Ed.)
Teach Decoding: Why and How. Upper Saddle
River, Pearson Prentice Hall.
London, Jonathan. Let‚s Go Froggy.
Fast Little Monkeys by Kelby Conway.
Racy Reader by Jill Overstreeet
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