The Fast and the Fluent

Fluency Lesson Plan

Catherine Moore

                                                     

Rationale:    

In order for children to really enjoy reading, and also, to better understand what they are reading, they have to read fluently.  Learning to blend is important in fluency. Repeated readings are an excellent way for children to become fluent in their reading.  

Materials:

 ~ The book Pat’s Jam published by Educational Insights.

 ~ A sheet with a picture of a palm tree.  Next to the palm tree should be times going from the bottom of the tree up.  So the children can move the monkey to the time it took them to read.  

 ~ Stop watches for each group.

 ~ Chalk board to write practice words on for blending.  

Procedures:  
1) Tell the students that today we are going to talk about a very important part of becoming a smooth and fast reader.  It is called decoding and blending.  Explain to the children that they need to learn how to decode and blend letters, so when they are reading and come to word they do not recognize, they will be able to decode it and blend to figure out the word.  
2)  Review with the children what decoding is.  Tell the children a person decodes a word when they do not recognize it.  To decode, all a person does is break the word into its individual sounds.  Tell them to remember that when you are decoding a word you need to start with the vowel.  Then, we move back to the first letter and blend the two sounds together.  For example, the word hat.  I would start with the vowel a=/a/.  Then, I would put /h/, being the first sound and /a/ being the second sound, next to each other and blend the two sounds. Then, I would add on the last sound being /t/ and say h-a-t.   Tell the class that it is there turn to try decoding and blending some made up words; han, stap, feg, nil.
3)  Tell the children that when we were putting all the sounds together in the word hat, we were blending.   Say the word h-a-t to the class.  Ask them if it was hard for them to understand what I said.  Then, say the word hat.  Ask them if that was a lot easier.  Tell them that when you are reading it makes it easier to understand what you are reading and it makes it more fun, when you do not read choppy.  4)  Tell the students it is time to practice reading fluently.  Have the student’s partner up and give each group a book, Pat’s Jam, a stop watch and two pictures of a palm tree with a monkey that can move up the tree.  Tell the students that you want them to take turns reading out loud to their partner.  On the second time of reading the book move the monkey to the time it took for the reader to finish reading. Remind them to use their decoding skills and blending skills when needed.


Assessment:  Have the students read to you, a sentence out of the book.  This will give you a chance to see if they are reading fluently.  Also, record the time it took them to read the book.  



References: http://www.auburn.edu/rdggenie/inroads/wellsgf.html


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