Out of Sight
In order for a child
to be a fluent reader they must be able to read a passage faster and
In order for children to decode sentences and unknown words, it is
have phonemic awareness. Rereading a passage several times helps
students to read faster and smoother. This lesson is to help
learn to read faster and decode unknown or difficult words. This
also lets children work cooperatively with partners.
Eats Out by Jonathan London (multiple copies), big palm tree,
monkeys for each student, stopwatches, tape and markers.
Today boys and girls we are going to talk
about how to read faster. I’m going to read a sentence and I want
you to listen close and when I finish reading I want you to raise your
tell me if you know what I said. Okay? (Read sentence
slowly: The dog was brown with black and white spots). Did
understand what I said? (Wait for any response). That is
was kind of hard to understand me. Well that is what happens when
not read fluently. Can anyone tell me what the word fluent
(Wait for response). Good Job! Fluent means reading faster and
and whenever you read slowly like I just did,
hard to understand what the sentence said, right? Good. Now
I’m going to read the sentence faster and smoother this time, and I
you to tell me if it sounds better. (Reread the sentence).
Doesn’t that sound better? Great.
That is what is should sound like when you read fluently. It is
understand what you are reading when you read fluently.
Now I want you to practice reading
faster. (Pass out a die-cut monkey for everyone) Everyone,
your speed monkey, and what I want you to do is get with a partner and
going to read the book Froggy
Each group will have a copy of the book. I am going to pass out
stopwatches; you will take turns being the timer. The timer’s job
is to time the other person for one minute. The timer needs to
reader when he or she has read for one minute. The reader will
number of words they read. When you have that number, write it
down on a
piece of paper. Do this 4 times each. Then I want you write
best number out of four on your monkey with the marker. We are
to attach it to our palm tree. We are going to see how fluent you
reading. We are going to practice with this every week and see if
reading more fluently. We are going to continue to move your
the palm tree where there are bananas waiting. I want you do your
reading, do not try to hurry through or compete with your
partner. If you
get stuck on a word, try covering-up part of the word or reading the
the sentence. If that does not work ask your partner for
everyone understand how this is going to work? Great, then let’s
Just a quick second before we begin,
I want to make sure everyone knows how to use a stopwatch. (I
how to use the stopwatch and how to do cover-ups and chunking
First, I want everyone to find the start/stop button. This button
you restart the timer. Press this button when you are ready to
stop after one minute. For cover-ups, you first isolate the vowel
covering up the first and last part of the word. Once you have
uncover the first part and then the last part of the word. Let
get with their partners and begin. I will walk around the room
sure they are on task and doing the lesson correctly.
For assessment have
each child come for a fluency conference. Ask each child to read
minute while you do a running record. This will give you an idea
missing correspondences or still having trouble with fluency.
number of words they read and see if it is remotely close to the speed
number on the palm tree.
Marilyn. Beginning to Read:
Thinking and Learning about Print. Center for the Study of Reading: University of Illinois. 1990. 88-89.
Jonathan. Froggy Eats Out.
Scholastic Inc.: New York, NY. 2001.
2003. “Pathway to Fluent Reading”. A Fluency Lesson Design created by Alison Ward.
University Reading Genie Website: retrieved 11-02-03 http://www.auburn.edu/rdggenie/discov/wardgf.html.
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