Reading, Reading and more Reading
Kesha Floyd

Rationale: Children will learn to enjoy reading as they practice their reading skills over and over.  Children will to able to comprehend and enjoy texts through assisted and repeated readings. As children read a text over and over the automatically of the children’s words recognition increases assisted reading will allow students to read material they couldn’t read before with the help of a fluent reader. Once children master their reading skills they will begin to enjoy reading.

Materials: an appropriate books that every student has a copy of.  A book for the teacher, a chart with all the students names on it and a column with four different dates at the top, and sheet of paper for every student to be able to do a fluently reading chart.
 

Procedure: 1. I would start the lesson by explaining that reading can be fun if it is easy to read and you can comprehend the text. I would also explain to become fluent in reading you must practice and sometimes you need some assistance from a fluent reader.

2. Hen I would read the passage that I have. I would first read it not very fluent and then read it fluently. I would ask the students which one did I read fluent. I would hope they answer the second one.
3.Then I would have the students open their books (I Can Read) that on their desk. I would have them pick a partner. Then I would have the students count how many words the reader could read in one minute; I would time them for one minute. After one minute, I would have the counter go put how many words the reader read in one minute. We would probably do this lesson more than once, so they could put the number of words under the correct date. This would be a good progress chart for the students. Then the roles would switch. Then the other students would read for one minute would hope that they read 85 or more words a minute.
4. I would pair up more fluent reader with none fluent readers.
We will read the same book as before. I would have the fluent reader to do a reading chart. The students will read the whole book.
5. Then I will have the older children do a fluently chart on the fluent readers while the none- fluent reader got to choose a book to read to themselves.

References: Eldredge, loyd. “Teaching Decoding in a holistic classroom,” New Jersey: Prentice Hall. 1995

 
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