Growing Independence and Fluency
An important step in reading fluency is being able to read
reading is fast, smooth, and has expression. A way to increase
fluency is to read and reread a text in order to become more familiar
words in the passage. When a child becomes a fluent reader, the
reading becomes more enjoyable to all involved. This lesson will
reinforce fluent reading by allowing students to reread a passage in
copies of “Caps for Sale”
by Esphyr Slobodkina
chart for each child
minute read charts for each child (Speed Record Sheet)
rubric for each child
I noticed that
my partner… (color in the circle)
Remembered more words
Read with expression
1. Introduce lesson by explaining that
how to read takes a lot of practice. Tell them that today, they
to practice reading faster and smoother. Explain that when a
with expression, smoothly and fast, they are reading fluently.
each of these terms would apply to their reading). Then, explain
that they are going to read the same text three times so that they can
how to be fluent readers on their own. Remind them that sometimes
will not know every word they come across. Tell them that when
happens, they need to either read the rest of the sentence, or use the
method to figure out the word as they sound it out. Model this if
- "Why do you
think it is important for us to be able to read fast? I’ll give
you an example. Read the first sentence of Caps for Sale very
slow. "What do you think I could do to make that better and
more enjoyable to listen to? Read faster, that’s right! I
can also try to make it sound better couldn’t I? I can do this by
adding expression to the sentence. Well, this is what we are
going to work on today. We are going to read the same book over
and over until we are more familiar with the words in the book.
When we become more familiar with a book, we are able to read it more
fluently. Does everyone remember what that word means?" If
they don’t, tell them again. "Now, while you are reading,
don’t forget about trying to understand what you are reading.
Remember that comprehension is very important when reading books."
- Split the
class up into pairs. If there is an uneven number, then I will be
the child’s partner. Pass out books to each student. Give
each child a Speed Record Sheet and a Fluency Literary
- Tell the
students that one person is going to be the “reader” and the other is
going to be the “recorder.” Explain that after the first person
has read, they will switch jobs. Tell them that they will start
at the beginning of the book and read for one minute. I will be
in charge of starting the stopwatch and telling the “reader” when to
stop. When I say stop, the reader will put his/her finger on the
word they were on. The “recorder” will count the words that the
“reader” read and then record them on the Speed Record Sheet.
The “reader” will now move their race car up to the number on the track
that they read. The “recorder” will also fill in the Fluency
Literary Rubric by coloring in the circles that describe how the
“reader” did. They will then switch turns and the “reader”
becomes the “recorder.” They will then follow the same steps in
their new jobs.
- After the
first round, have them start back at the beginning and read again for
one minute, using the same steps as they did before. Remind them
to record the number of words they read each time and move their race
cars. Also remind the “recorder” to be filling in the Fluency
Literary Rubric after the second reading by coloring in the
circles that describe how the “reader” did.
- Allow students
to repeat these steps three times, stopping when they have all of their
charts filled in. When they have completed reading three times,
have them talk to their partners about how they did.
- Now, we are going to try to read this book even
better and faster. We are going to do
something called quick reads. We will read for a minute.
After we do that, we will count
all of the words we read in that minute.
- For assessment,
take up the Speed Record Sheet and the Fluency Literary
Rubric. Compare the first and last readings. They
should have increased with each time. It would also be good to
have a discussion about “Caps for Sale” to make sure they comprehended
what they read. As a treat, read the rest of the book to the
class since they more than likely didn’t get to finish it during their
Adams, Lacy. Up, up, and Away
with Fluency. http://www.auburn.edu/rdggenie/guides/adamsgf.html
Slobodkina, Esphyr. Caps
Scholastic Inc. 1968.
Melton, Shealy. Ready to
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