Bounce into Speedy Reading



Growing Fluency and Independence

By: Naomi Lewis

 

Rationale: Fluency in reading is an important factor in improving reading comprehension. When children learn to recognize words automatically and do not need to rely as much on decoding than this leaves room for them to focus more on the content of the story. A great way of teaching fluency is through repeated readings. By having the students read a book several times they will learn to recognize words, adding them to their sight vocabulary. Also, their fluency and comprehension will increase each time a book is read.

 

Materials:

* Stop watches/timers for every pair of students

* Bulletin Board design of a large hill with Pooh and Friends at the top at an ice cream party.

* A cut out of Tigger for each student (see below)

* Book Winnie the Pooh: Easy to Read Stories by Isabel Gains

- Copies of all 6 of the stories for children to choose from

* Partner Check sheets (see below)

* Speed Record Sheets (see below)

* Dry Erase/Chalk board

* Dry erase marker/chalk

* pencils

 

Procedure:

*  “We have been working on skills that help us to become better readers. Today we are going to talk about reading faster and smoother. This is called fluent reading. When you are able to read fluently you can understand the story better and it will be more interesting.”

*  “To start our lesson we are going to what to do if we get stuck. If I am reading a book and I see this word (write found on the board) but I don’t know what it says, what is the first thing I should do? Good job, I should use the cover-up strategy. I will cover up everything but the vowel /ou/. Next I should uncover the first sound which is /f/. Now I will combine the two sounds to make /fou/. Next I will look at the last sounds /n/ and /d/. I will add these on in order to get /f/ /ou/ /n/ /d/. Oh! The word is found.”

*  “Can someone tell me another strategy that I could use? Good! I could use the cross checking strategy. (write ‘I won the race today’ on the board.) I might read this sentence as ‘I won the rac today’. But wait, that doesn’t sound right. As a good reader I should go back and re-read that sentence. ‘I won the rac,rak,oh look, it has the silent e so it must be race. I won the race today.’ That makes sense.”

*  “Now we are ready to start learning how to read fluently. Remember that reading fluently is when you read fast and smooth. Listen as I show you two ways to read. I want you to tell me which on is fluent, ok?(write ‘Tigger likes to bounce very high’ on the board)  ‘T-i-gg-er l-i-k-es t-o b-ou-n-c-e v-e-r-y h-i-gh.’ or ‘Tiger likes to bounce very high.’  Which one do you think was fluent reading? That’s right, the second one because I read it faster and we could all understand what it said.”

*  “Now that we know why it is important to read fluently and what it sounds like, we are going to practice. I have copies of six different Winnie the Pooh stories that we are going to get to choose from. I am going to partner you up and then each group will get to come up and get two copies of which ever story they want. Just make sure that each person in the group has the same story. (hand out partner check sheets and speed record sheets.) But before we do this, I want each of you to look at the pieces of paper I just handed out. These are fluency checklists that check for remembering words, reading faster, reading smoother, and reading with more expression. We are going to read our stories three times each and record how our partners do on the fluency check sheets. Ok, lets get started.”

*  Pair the students up and let them choose their stories. Supervise as they practice.

*  “ You are all doing a wonderful job! What do you notice is happening the more you read your story? That’s right, we are able to read faster or more fluently. We are going to read our stories again to our partners and this time we are going to use timers to see how many words we can read in one minute. For this we are going to use these speed record sheets. (pass out two speed record sheets and a timer to each pair of students). We will read our stories three times and whoever is not reading will time the other person and then write down how many words they read in one minute, then we will switch and the other person will read.”

 

Assessment: To assess the students I will take up their partner sheets and also do one minute reads with each childe individually during center time. I will let them read which ever story they had already practiced. I will continue to do one minute reads with the students until everyone has reached the top of the hill, which would be 60 wpm or more. At this time I will allow the students to have an ice-cream party to celebrate everyone’s success. I will keep this a surprise so the students do not pick on anyone who may be moving along at a slower pace than the rest of the class.

 

References:

Melton, Shelly. Ready to Race. http://www.auburn.edu/rdggenie/connect/meltongf.html

 

Williams, Lindsay. Let’s Race to the Top! http://www.auburn.edu/rdggenie/constr/williamslgf.html

 

Oglesby, Kara. Ribbit, Ribbit: Leap Into Speedy Reading. http://www.auburn.edu/rdggenie/openings/oglesbygf.html

 

Gaines, Isabel (1999 & 2000) Winnie the Pooh, Easy-To-Read Stories. Disney Enterprises, Inc. New York, NY: ISBN- 0-7868-3317-8

 

 


Speed Record Sheet


Name:_____________________    Date:_____________

1st time:____________

 

2nd time:____________

 

3rd time:____________







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