The purpose of this lesson is to help students improve their pace of reading.
They can better comprehend what they are reading if they do not read with
a slow monotonous pace.
The book, Bo and Rose (AU Educational Insights), stop watch, marker, tape,
poster with a book at the top of the tree on it, and one laminated monkey
for each student with their name on it. Write numbers in intervals
of 20, on the poster, to represent the number of words each student can
read in one minute. This will be used to assess the students to the
progress each student is making with their individual reading pace.
1- "Ya'll remember when we talked about /O/ - o_e. We are going to review this sound before we start our new lesson today." Review a few words with this correspondence in it such as home, rope, and joke. Give a book talk about the book Bo and Rose to get the students interested.
2- "How could I read this book so that you all would enjoy listening? Should I read it slow and pause after each word, or should I try to speed it up a little?"
3- Read the first couple of pages of the book using different tones and speeds to give the students an example of what you are talking about.
4- "Now I am going to read part of the book again and I would like ya'll to pay attention to the speed I use and how I read expressively." Read with a good speed and with expression.
5- Introduce the poster with the monkey's reaching towards to book, and pass out the monkeys to each student. "Now each of you is going to come to the reading corner with me one at a time and we will time you reading for one minute and then you will get to place your monkey at the appropriate time on the tree, so we can see how many words per minute you are reading. We all want to continue to read more fluently so that soon everyone's monkey will reach the book at the top of the tree."
6- The students should get to reread the book to you another two or three times so that they can chart their reading progress of their words per minute on the poster.
7- To asses the student's progress the poster helps you chart their individual progress and it also allows the children to asses their own progress to see how much they can improve their fluency by re-reading.
J. Lloyd. Teaching Decoding in Holistic Classrooms.pp,
19 (1995) Prentice Hall.
www.auburn.edu/rdggenie.com/insights/cdavisgf.html - AU Racing to Read Fast by Christie Davis