In order for a student to read fluently he or she should be able to
quickly and smoothly than when they first started to read. When a
is able to decode words on instinct and without effort, reading becomes
more fun for them and to whom they’re reading. The way to accomplish
for the child to read and reread decodable words in a connected
more children work with a specific and familiar text, the more fluent
becomes to them. This lesson will help children learn how to
skillful fluent readers.
Board with the
sentence “Today the kids in my class will
jump and play outside.”
Strips of paper
with the sentence “The baseball game was
fun to attend Saturday.” (enough for everyone in the class).
A cardboard cut
out of a mountain and a cut out of a hiker
A stopwatch for
every two students
and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
- Today we will begin by discussing how important
it is to be able to read smoothly and quickly. This makes reading
exciting and it also helps us to gather the whole meaning of the
information that we are reading. I am going to read this sentence
through one time, pretending like I am a reader who is just learning to
read. Listen and notice how it is hard to listen to me when I read it
this way. “To-day-the k-id-s i-n my c-l-a-ss j-u-mmm-p a-n-d pl-ay
out-side.” That sounds really slow, doesn’t it? Now listen again and
this time, notice how I read it differently. “Today the kids in my
class jump and play outside.” What do you notice that is different? Very good! That I read it quicker and easier!
- Now I am going to let you work with a friend. I
am going to give each pair a strip of paper with a sentence on it (The
baseball game was fun to attend Saturday.). Read the sentence out loud
but quietly to each other. Then read the sentence silently to yourself
five times. Once you have read it to yourself five times, you can read
it to your partner again. Listen carefully to how your reading improved
the second time you read it aloud. What was different? That you read
faster…that’s right! Awesome!
- Now we are going to try working with a story. I
am going to give each couple a copy of the book that we are reading (Alexander
and the Terrible, Horrible, No Good, Very Bad Day). While one of
you reads, the other is going to take the stopwatch I gave you and time
you for one minute. You will read as many words as you can in that one
minute. If you come to a word that you don’t know, you can either use
the cover up method that we have practiced or read the rest of the
sentence to help you figure out the word. We are going to take turns
and see just how many words you get in the first minute. Then we will
do it again to see if you get any more words the second time through. I
bet you will get more words.
- After one minute you will count how many words
you have read and then move your hiker up the mountain to the number
that you have reached. Mark your progress with a marker, so that you
can see how your hiker climbs higher each time you read.
I will assess the students by looking at their
progress chart. They will mark on the track where they began and
they ended and turn it in for me to assess.
We might even have a show down between the two fastest readers
have time. This will be good motivation
Viorst, Judith. Alexander
and the Terrible, Horrible, No Good, Very
Bad Day. Alladin Book, 1987.
Eldredge, J. Lloyd. Teaching
Decoding in Holistic Classrooms. Englewood
Cliffs, NJ: Prentice Hall, Inc., 1995. pp. 122-145.
Cox, Allison. Reading Genie
Website. Murray, Bruce. http://www.auburn.edu/rdggenie/constr/coxgf.html
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