SPEEDING INTO FLUENCY
is the ability to recognize words accurately, rapidly, and
automatically. When fluency is achieved,
the reader has the
ability to recognize words automatically and comprehend written text
than non-fluent readers. This lesson is
designed to help students increase their fluency by rereading text and
familiar with it. During the lesson,
students will learn fluency helps them gain more meaning from the text. After the lesson, students will be able to
use a strategy to increase fluency in their independent reading.
Stopwatch(one per group), Speed Record Sheet for each child, Fluency
Rubirc for each child, Chalk, Bear Snores On by Karma Wilson, copy of
Comes the Strikeout by Leonard Kessler for each student
Fluency Literacy Rubric
I noticed that
(color in the circle)
Remembered more words
Read with expression
Speed Record Sheet
- Introduce lesson by explaining that in
order to become better readers, we must begin to read fluently. Once we become fluent readers, we will be able
to understand the text more easily. One
way to become fluent readers is to read a text more than once, each
time reading it faster and more automatically.
- First let’s review how we figure out a
word we do not know as we are reading. Remember
we should use the cover up approach. If I
had this word scratch (write on board) I would cover up everything but
the vowel /a/. The a=/a/.
Now I look at what comes before the vowel which is scr and
blend them together. Then we look at the
end of the word tch=/ch/. Put them all
together and you have scratch. Remember if you are stuck on a word this
is a great way to figure it out!
- Demonstrate to the students the
difference between reading with fluency and reading without fluency. Write a sentence on the board (The dog likes
to play in the sun.) Read the sentence
once without fluency “The d-o-g l-i-k-e-s to p-l-a-y b-a-l-l in the
s-u-n.” Notice how I read the sentence slowly. Now
I am going to read the sentence again but this time I will read it
fluently. “The dog likes to play ball in
the sun.” See how I did not draw out the sentence.
I kept readig the sentence smoothly. Which way was easier
to understand? Right it’s easier to
understand text when you read with fluency.
- Take out Here Comes a Strikeout. Give students a book talk and let them read
the rest of the story to themselves to find out what happens.
- Pass out a copy of this book to each
student. Have students practice reading
this book on their own. Once all students
are done, discuss the story with the class. Ask
questions to ask for students understanding of the story.
- Now split students up into partners. Explain to the students about the Speed Record
Sheet and Fluency Literacy Rubric. Tell
the students that one is going to be the “reader” and the other is
going to be the “recorder”. The reader
will read the book for one minute three times. The
recorder should announce when to begin and stop when one minute it up. Each time the recorder will record how many
words were read in that one minute. Once
one student has read three one minute read alouds, students switch
- Once students have finished recording
the one minutes read alouds, have students fill out a fluency Literacy
Record Sheet on their partner. They should
color in the circles on how they thought their partner did during the
second and third round.
- For assessment, I will make each
student come to me and do a one minute read. (Have student read Bear
Snores On). While one student is doing a
one minute read have the rest of the students practice reading a book
with fluency quietly at their desk.
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