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    Growing Independence and Fluency
Lindsay Bailey

Rationale: In order to become fluent readers, children must read fluently and enthusiastically.  It is important for teachers and parents to encourage children to read. This lesson is designed to stimulate an interest in reading and in book choosing, ultimately resulting in more fluent reading.

Materials: Grade level or accelerated reader reading lists, poster board, construction paper, crayons, markers, tape, glue, and glitter, your accelerated reader book lists, book talks on the selection of books to begin your class. As an example, I will use the book Click Clack Moo Cows That Type by Doreen Cronin

1. Cooperating teachers within the same grade level should come up with a reading program. In this program, each classroom will be provided with some of the selections of books from the reading lists (either your school's or the accelerated reader lists). Each student will be able to choose a book to read from this collection. The students will be given a specified amount of time to read their book.
2. After the students have read their books, they will be paired up and will discuss their book with a partner.  They will be encouraged to discuss why they did or did not like the book and if they would recommend it to a friend.
3. To begin with I will give the class several book talks on grade-level books chosen for the class. This will model for the children some of the things to pay attention for when reading a book and to discuss with their partner after reading their books. I will let each student choose a book to read.
4. Next, I will explain the lesson.  " In order for us to become good readers and have a good understanding of what we are reading it is important for us to practice reading and practice choosing the text that we read. Today we are each going to chose a book that we want to read. I know that some of you will want to read the same book, but it is important that you remember that each book needs to be chosen so that someone will be able to tell us about it. What kind of things should we look for when choosing a book?" Wait for children to come up with suggestions such as looking for a book that is an appropriate level or a book that you find interesting. " It is also important for you to remember that you need to read the book you chose very carefully because you will need to be able to discuss the book with a partner and make an advertisement for it. Does anyone know what an advertisement is? " Allow children to share their definitions while making sure the correct definition is eventually gotten.
5. I will then read the book Click, Clack Moo Cows That Type by Doreen Cronin. Before I begin reading, I will introduce the book by telling them that in the story there is a farmer who has discovered that his farm animals like to type. They begin leaving typed notes up in the barn demanding things such as blankets and other items. The animals tell the farmer that if he does not give them what they ask for they will go on strike. "What will the farmer do? We will have to read to find out!"
6. After I read the book, I will discuss with the class what I did and did not like about the book.  I will then make an advertisement for my book with the class. "What do you think is one thing I definitely need to put on my advertisement? The name and author of the book-yes I definitely think so! I want to write it big enough so that everyone can see. " I will then continue letting the children help me come up with other things to put on the advertisement such as characters in the story, illustrations, or even four stars or two thumbs up to let others know I thought it was a good book.
7. I will tell children that they will be making an advertisement too in order to convince other students to read the book. I will allow the children time to read their books, discuss them with a partner, and make their advertisements in class.
8. We will then share the advertisements with the class and another class of the same grade level. We will then begin the process again with the selection of books from the class that we switched with.

Assessment: I will be walking around during the book discussions looking for evidence that the children have read and have an understanding of what they have read. I will be using a checklist to assess their learning. I will also count the "advertisements" as a grade.

· Ruth Scroggins- "Got Any Good Books?"
· Wilson, P. (1992). Among Nonreaders: Voluntary reading, reading achievement, and the development of reading habits. In C. Temple and P. Collins (Eds.) Stories and readers: New perspectives on literature in the elementary classroom (p. 157-169). Norwood, MA : Christopher Gordon.

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