On Your Mark, Get
Set,
Read!!
Growing
Rationale:
Children
read slowly when they first begin to read. They usually
experience
difficulty while trying to comprehend the text if they read slowly. In
order to
read faster and smoothly, the child must learn to read fluently.
A child
will enjoy reading when he can decode words automatically and
effortlessly. For children to read fluently, they need to read
and reread
connected texts. On your Mark, Get Set, READ will help
children
read faster and more smoothly.
Materials:
Procedure:
1.
Today we are going to
talk about the importance of
reading smoothly as well as reading faster. When we read
smoothly, we
comprehend the text much better. Stopping all of the time throws
us off track
because we are too busy worrying about one difficult word. Listen
closely
as I read a sentence as a beginning reader would read it.
“M-y-m-o-o-m-s-s-a-t-a-a-t-t-t-t-th-the-p-p-pa-par-park.” That
sounds
really funny, doesn’t it? Now I will read the same sentence the
way a
fluent reader would read it. “My mom sat at the park.” Did
you
notice the difference? It was better the second time, right?
2. Now I want everyone to get into
groups of two.
I will give each group a sentence to work with. Pay attention to
the way
it sounds the first time you read your sentence. Then I want you
to read
it to yourself five times through. I know it seems like a lot,
but your
fluency will improve by repeating the sentence several times.
Next I want
you to read it aloud to your partner again. Did you think it
sounded
better the second time? Way to go!
3. You have all done so well.
Now we will try it
with one of your books! One of you read the book while the other
one
times you. You will read as much as you can for one
minute.
Do not panic if you come to a word you do not know; use cover-up.
Read on
if the word is still too difficult. Ask your partner for help if
you
still can’t figure it out. We will do this several times so your
reading
becomes smoother and more fluent. I will be walking around to
help you if
you need it.
4.
After you are finished
reading,
count your words and move your object up the chart and write the number
of
words beside it. Okay, switch readers! After your
partner reads,
you will start over. If you read more words the second time, move
your
object up the chart. If you read fewer words the second time,
move your
object down the chart. You will be surprised by your
improvement!
Want to try? On your Mark, Get Set, READ!
Assessment:
I
will
assess the students by observing their beginning number and ending
number on
their record chart.
Resources:
Leah
Steiner: Ready, Set, Read
http://www.auburn.edu/rdggenie/guides/steinergf.html
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