On your mark, get set, GO!!!!!
Rationale: Students read slowly when they first begin to read. They usually experience difficulty, while trying to comprehend the text, if they read slowly. In order to read faster and smoothly, the student must learn to read fluently. A student will enjoy reading when he/she can decode words automatically and effortlessly. Fluent readers read faster, smoother, and more expressively. The procedure that seems to help readers improve their fluency is to read and reread decodable words in connected text. The more children work with a piece of text, the more fluent the text becomes to them. This lesson will help children learn how to read faster. They will work on their reading fluency through repeated readings under time pressure. By rereading the text, students will learn to master more words per minute. Students will gain fluency through repeated readings and one-minute reads.
Class set of decodable books, Lee and the Team (one per student or one per pair of students)
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
Name:____________ Evaluator:____________ Date:___________
I noticed that my partner… (color in the circle)
After 2nd After 3rd
O O Remembered more words
O O Read faster
O O Read smoother
O O Read with expression
1) Explain what a beginning reader versus a fluent reader sounds like. “Ok class today we are going to practice reading fluently. Who knows what the word fluently means? Correct, it means fast. A good reader learns to read fast and automatically. Listen to the difference between a beginning reader and a fluent reader. Thhhheee ccaaatt rraaann uupp tthheee ttrreee, or the cat ran up the tree. Which way sounds like how a fluent reader would read? Right the second way. You become a fluent reader by practice. The familiar you are with a book, the faster you will be able to read it. This helps you improve your fluency for text you have never seen before as well. Now that you know all of your sounds and have had a lot of practice reading, we are going to learn how to be a fluent reader.”
5) I will explain to the students what they will be doing in this lesson. Each student is going to read to their partner. One is going to be the “reader” and the other will be the “recorder.” I will explain to the children that after one person reads, they will then switch jobs. 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 start and stop. When I tell them to stop, the reader will put a post-it-note on the word they were on. The “recorder” will then count the words that the “reader” read and then record them on the speed record sheet. The “reader” will 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.
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.
Phonics Readers-Short Vowels: Lee and the Team. Educational Insights. ©1990.
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