Angel Jackson
Growing Independence and Fluency
 

                                                                                           Smooth Reading, Yeah!

Rationale: The goal of this lesson is to teach the students how to read fluently. If the students read with more expression and smoother, they are able to become more involved with the literature. When students enjoy what they are reading, they understand it better.

Materials: For this lesson, multiple copies of ďArthurís Writing A StoryĒ written and illustrated by Marc Brown. It can be found in any library and in the McGraw-Hill Reading Series. It is Unit 3, Book 1, and the 2nd grade level. You will need to write about how well their partner reads the story. A chalkboard or overhead projector is needed to write what the evaluation should be like.

Procedures: 1. Reading very smoothly can be hard because you may stumble upon some words that may be new and hard to you. Today we are going to work on developing fluency throughout our reading. We are going to read to ourselves and then to each other. We are trying to learn the same thing and we all have the same goal.

2. Make or get copies of ďArthurís Writing A StoryĒ for each student in the class. Allow students maybe 2 or 3 minutes to take a picture walk through the book while the teacher reads the story to the class.

3. Next have students to pair up with each other. This is called Buddy reading. The students will alternate reading pages to each other. While reading, have students write down some words that were kind of hard for them.

4. Ask students: With the students raising their hands, call on them one at a time. Ask, what words were difficult for you? What made these words hard for you to pronounce or read? We will then discuss the words and go over them so everybody will know them when they see them again.

5. We will come together and read the story aloud in class. The teacher will make observations. When the partner reads their part aloud, the other partner will make observations on the evaluation sheet.
 
 
 
 
 
 
 

Student's Evaluation Sheet

Name_________
 

What pages did your partner read? _________

What words did you partner miss?
 
 
 
 
 
 
 
 
 
 
 
 

6. The students need to take out their primary paper and pencil and write what words they learned in this story. These words will be added to the Word Wall that is hung on the class wall.

 7. The class along with the teacher will discuss what the story was about. The teacher will write the summary on the board. The teacher will read the summary to the students. The students will reread it over.

8. To assess the students, the teacher will combine the partnerís evaluation and their own observations together to get one big evaluation.
 
 
 
 
 
 

Teacher's Evaluation Sheet

Name____________
Date_____________
 

1. What pages did the student read? ________________________

2. What words did the student the student miss?
 
 
 
 
 
 
 
 
 
 
 
 

       Did the student give an idea that shows that he/she comprehended the story? ____
       If so, what did he/she say?
 
 

Reference: McGraw-Hill Reading. New York, New York: McGraw-Hill Division. (2001). Teachers Edition. Unit 3, Book 1, 2nd Grade Level. P.260C ­ 285.

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