On your mark, get set, GO!!!!!

Growing Independence and Fluency
Meredith Mosley

Materials:

Class set of decodable books, Lee and the Team (one per student or one per pair of   students)

Stopwatch

Pencils

Chalk board/dry erase board and chalk/marker

Progress chart for each child (A race track with a race car that goes around the track.  The track has numbers around it that indicate the number of words read in a minute.  The car will stop at the numbers depending on how many the child read.)

One minute read charts for each child (Speed Record Sheet)

Fluency rubric for each child

## Speed Record Sheet

Name:________________    Date:__________

1st time:____

2nd time:____

3rd time:____

## Fluency Literacy Rubric

Name:____________         Evaluator:____________         Date:___________

I noticed that my partner… (color in the circle)

After 2nd                         After 3rd

O                                    O                          Remembered more words

Procedure:

2) Now, I will review cover-ups with them.  "Class, we have talked about what to do when you are reading and come to a word you do not know. Who can tell me the strategy we use?”  “That’s correct, cover- ups.” For example, (write strap on the board) if I saw this word I would cover up everything but the a, like so (cover the str and p). I know that a=/a/. Now look at what comes before the vowel, str=/str/. Blend them together to get /stra/. Now look at the end of the word- p=/p/. Put it all together and you have /strap/.  Whenever you see an unfamiliar word, use the cover up method to try to decode it."

3) Fluent readers must read fast, but they must also understand what they have read. Crosschecking is a way to make sure what you read makes sense. (Write this sentence on the board: The dog ran across the park.) “If I read this sentence quickly and say 'The dog ran across the park', I would have to use my crosschecking skills to notice that a dog does not run across a pack, so the sentence does not make sense. I would then look back and say 'Oh, the dog ran across the park.”

4) I will split the students up into groups of two. (If there is an uneven number, I will be a child’s partner). I will pass out the book, Lee and the Team out to each child and then give each child a Speed Record Sheet and a Fluency Literary Rubric.  I will give a book talk about it revealing the climax and problem, but not giving away the resolution.

6) I will have them practice.  After the first round, I will have the students reread for one minute starting at the beginning and using the same steps as they did before. Don’t let them forget to record the number of words they read each time and move their race cars. Remind the “recorder” to be filling in the fluency literary rubric after the second reading.

7) Allow the student to repeat these steps three times. We will stop when they have filled in all of the charts. When they are finished, each student will talk to their partner to see how they did.