NASCAR READING
Growing Independence and Fluency
Mandy Woelfl


Rationale:
Fluent readers read fast, accurately, and with expression.  The formula that seems to help students become fluent readers is to read and reread decodable text.  The more children work with these texts, the more fluent they will become and the more they will be able to read other books with more fluency.  This lesson will help children learn how to read faster, and will improve their fluency through repeated readings under time pressure.  By doing the timed readings, the students will be able to read more words per minute.

Materials:
-Stop watches (one per pair of children)
-class library-put green stickers on the books that each child in the class will be able to find a book on their individual level-and where each child will at least have one partner to read with.
-pencil and paper

-Go Dog Go. P.D. Eastman. Pub. (Dr. Suess Books)

Procedure:
1. "Today we are going to learn how to read faster and more accurately.  Everyone listen to the sentence I am about to read and tell me which one sounds better." (Read for one minute from Go Dog Go and model it by reading is very slow and choppy-for example, if the sentence was: the dog went very fast in the car, you would say, 'tthhhee dddoooggg wwweennnttt vvveerrryyy fffasssstttt iin ttthhee ccarrr.'  Then read the sentence again modeling a fluent reader: 'the dog went very fast in the car').  Then ask the students, "Which one sounds better, the slower version or the faster version?  That's right, the second way.  That is the way a fluent reader should read and that is what we will be practicing today.  How do you all think that you can learn to read faster and more accurately?  One way I know is to read a lot!  Today we are going to read a book that you will choose with a partner so that you can practice and be able to read fast and accurately."

2. "Now boys and girls, what do we do when we come to a word that we do not know how to say?  That's right! We cover up the word and read it piece by piece and then put it all together.  Ok, then what do we do when we can't figure it out by cover-ups? That's right! We can cross-check by reading the rest of the sentence to see what would make sense.  If you still can't get a word, then come ask me, do not skip the word."

3.  "Now that we have gone over some things that may help you when reading, let's move on to reading our individual books! In order to choose a book that interests you, you should not just look at the cover of the book.  One must read the back of the book to see what the book is about; to see if that particular book interests them.  After finding one that interests you, look inside that book and read a page or two.  If there are more than two words on a page that you can not read, that book might be too hard for you and you should choose another one.  Ok, so everyone go find a book with a green sticker on it and bring it back to your seat." (You should know the levels of your children and make sure that the books with the green stickers on them are of those different levels)

4.  Put children in groups of two or three, depending on how many children chose the same book (but make sure that the pairs have the same book).  "Ok, in your pairs you will read the book once, and then your partner will read.  You will do this three times. Read your book silently if you finish early."

Assessment:
"Ok, now that everyone is finished reading and has had some practice with reading your book, I would like you and your partner to time each other reading the book.  You will do this three times.  Make sure you record your time all three times because the fastest time will be the winner.  Remember that if you skip over any words or don't say a word correctly, then that time does not count.  Good Luck!" (You can do it more times if time permits.  The more you allow them to do it, the more practice they will have reading fast and accurately).

References:
Dr. Murray's Reading Genie: http://www.auburn.edu/rdggenie/inroads/lewisgf.html and

http://www.auburn.edu/rdggenie/inroads/naylorgf.html


Click here to return to
Inspirations.