FASTER AND FASTER!
Rationale: Successful readers must read consistently,
fluently, accurately, and with emotion.
This lesson is designed to help students become more fluent
working on their reading speed. This
will help students increase their fluency through one-minute reads.
(one per pair of students)
read charts (one for each student)
selection of decodable books (color-coded for different levels)
cards with color-coded dots (one for each student)
what it means to be a fluent reader. Tell
the students the steps they will take while working with groups to help
them become better readers. “Fluency means
that you can read words fast and easily. If
you’re a fluent reader, you can read with emotion; for instance, it
might sound like you’re actually having a conversation with somebody.”
out index cards with color-coded dots to each student.
you ever had a really good book, and just couldn’t get through it fast
enough? You were so interested in the
book, but you just had a hard time reading it? Well,
today we’re going to work on that. We’re
going to learn to read faster and with emotion. After
today, you’ll be able to make what you’re reading sound happy, sad,
scary, calm, or exciting! I want everyone
to go to the shelf and pick a book with the same colored dot that is on
your index card. Make sure that you get a
good book that you might be interested in later.” (Teacher
should also go to the shelf and get a book.)
students finish getting their books and are back in their seats, show
them your book. “When I first read this
book, I didn’t know some of the words in it. It
made it very hard to understand. I read
really slowly and couldn’t understand what the story was about. So, I read the book again.
And, do you know what happened? It
was the strangest thing! The words that I
didn’t know before, I could read a lot better the second time. I was amazed. I
started thinking, “How do I know these words this time but didn’t know
them last time? I figured out that the
more times we read something, the easier it gets! We’re
all going to try reading something several times today so that we can
get better at it.”
you all need to read the book that you chose. Read
until I tell you to stop. If you finish
reading your book before I say “stop,” just read your book again. (Let them read for ten minutes.)
the students have read individually for ten minutes, pair them with
students on the same instructional level.
it’s not your turn to read, you need to time your partner to see how
much time it took them to read. You need
to each read your book twice. After you
read, you need to record your time on the time chart.”
all students have read to a partner, say, “Now, let’s chart our results
and see how we read just a bit faster the second time we read!”
want you all to take your books home and show your families and friends
how well you can read.”
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and Reread by Seth Clark)