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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