Running Towards Fluency

Growing Independence and Fluency
By: Angela Carroll Long

Rationale:

Repeated readings of sentences and passages are found to produce marked improvement in childrenâs word recognition, fluency, and comprehension (Adams, 93).  The goal of this lesson is to engage children in the reading process through allowing them to reread passages, and then work towards becoming a more fluent reader.

Materials:

Classroom set of various decodable text that are color coded to fit childrenâs instructional level ( Charlie by Richard Vaughan is an example), stop watch (one per every two children), track chart with 1-30 minutes recorded on the side (this should be hung in the front of the classroom), runner to move up the chart (one for each child with his or her name written on it), Velcro (to hold runner onto track), recording graph (one per child), one post-it note (per child), and pencil (one per child).

Procedure:

1) Begin by discussing the importance of rereading and fluency.  Today we are going to practice a skill that will help us read faster and better understand what we read.  The skill we are going to learn about today is called rereading.  Does anyone know what this word means?   That is right- reading something again- good job.

2) Model the steps of the rereading process and how it can lead to reading fluency.  I am going to read a short passage from Charlie by Richard Vaughan.  The first step in the rereading process is to read the text.  Read the selected passage as if a non-fluent reader were reading the passage.  Did you notice anything about the way I read?  The second step is to read the same text that you just read again.  This time slightly improve reading fluency.  Was there anything different about the way I read the passage from the first time?  The third step is to read the same passage one more time.  This time read the passage as a fluent reader (with expression).  During which step did you better understand what I was reading: the first, second, or third step?  I liked the third way as well.  When I read this way I can focus on what the story is about.

3) Allow children to select decodable text from book center.  Now, each of you are going to get to practice the rereading process. You are going to get to pick out a book that has your color on it.  When you pick a book open it up to the first page.  I want you to read it.  If you cannot decode one word- hold up 1 finger.  If you come to another word that is difficult you need to pick a new book because that book may be too hard. I would like Table 1 to go to the book center and select a text that has your color on it (the color marks his or her instructional level).  Once you get your book please return to your table.  Continue with all other tables until all children have gotten a book.

4) Put children into pairs.  With your partner you will read for one minute.  Your partner will use the stopwatch to time you for one minute.  After your partner says stop I would like you to take your post-it note and mark your spot in your book.  Pass out stopwatches and post-it notes.  Once you finish reading your book for one minute and mark it, I would like you to reread your book two more times and stop when you get to your stopping point.  When you finish the rereading process, you and your partner will switch roles.  Your partner will read and you will time them.  Then, they will reread.  Observe each group and answer any questions during this process.  Remember, if you have trouble reading a word, you can use the cover-up method that we discussed last week.  For example, if you are reading and you come to the word Îmathâ.  Write word on the board.  If I cover up the Îmâ and Îthâ, what is left?  /a/ that is right.  Now add the Îmâ.  What does this make?  /ma/- great job.  Finally, add Îthâ.  Put these all together /m/ /a/ /th/ = math.  Wonderful!  Please use this if you need help reading a difficult word.

5) Assessment: Each child will have be timed by his or her partner after reading the passage three times, and then they will record their times on the runnerâs track at the front of the room and on their individual fluency recording graph (children understand how to graph their times because they practice fluency regularly and record their times).  Now that everyone has practiced the rereading process, you are going to read your book to your stopping point one more time.  This time your partner will time you with the stopwatch and stop when you get to your stopping point.  You will record your time on a runner cutout that has your name on it.  Pass out runner cutouts.  Then, record your fluency speed on your recording graph.  Remember when you record this time you put a dot by the closest number of minutes that you read and write your time beside it and answer the question about your book.  Once each of you do this, you can come and put your runner cut-out on the fluency track next to the time it took you to read your book to the stopping point.

 References:

Adams, M.J.  Beginning to Read: Thinking and Learning About Print.      Department of Education,   University of Illinois: 1990.

http:www.auburn.edu/rdggenie
  Speedy Reader by Whitney Adams
  How Fast Can You Go by Angela Adkins
 

Click to return to Inspirations

Email Angela Long



 
 
 

 Name: ______________________

 Timing Chart

Answer each question about the passage you read.  Then, record your times you received during each portion of the fluency test.
 

 Day 1:

             Title of Book: ______________________________

             Author of Book: ____________________________

             What did you like most about your passage?
                __________________________________________________________
                __________________________________________________________
 
 

 l_________________________l_________________________l
 1                                                      2                                                       3

                                      Time:_____                                  Time:______                                   Time: _____
 

 Day 2:

              Title of Book: ______________________________

              Author of Book: ____________________________

              What did you like most about your passage?
                ________________________________________________________
                ________________________________________________________
 


 l_________________________l_________________________l
 1                                                      2                                                       3

                                      Time:_____                                  Time:______                                   Time: _____