Rationale: In order to comprehend texts, one must be fluent and have the ability to decode. A child’s decoding and fluency can be improved by someone “assisting” them to read text material they are unable to read by themselves. Assisted reading strategies involve activities where students “see” written words while simultaneously “hearing” the pronunciations of those words. Research shows that Dahl and Samuel’s method of repeated reading had positive benefits on both decoding and comprehension. In this lesson, students will reread a passage to a teacher until they reach an 85 word per minute criterion rate.
Materials: Poster with “The big green grasshopper eats the centipede.” written on it.
About 15 copies of Kite Day at Pine Lake (enough for half the class)
Copy of page 12 of The Smoke Scare
Progress graph for each student
Procedure: 1. Introduce lesson by explaining that good readers can read fast and without much effort to figure out words. This is called fluency. Can everyone say that? (Class will say fluency as a class). This helps them to spend more “brain power” on understanding the overall message of the text. Reading a text more than once can help us become more fluent readers. Today, we are going to practice with a partner reading a passage three times. While you are reading to each other, I will call you up one by one to read at my desk.
let me show you how I
can become a more fluent reader by reading a passage three times. (Prop poster on the board).
Teacher points to words and reads: “TTThhheee
bbbiiig gggreeen gggrrraaasssshhhopperr, Oh! Grasshopper.
eeeats the kkkenntipeeede, Oh!
Centipede.” Now, I will reread the
“The big green gggrrrasshopper eats the sssentipeeede.”
Now, listen as I read the passage for a third
time: “The big green grasshopper eats the centipede.”
Did you notice how it got easier for me to
read the passage each time? Now, I will
ask you to pair up with a partner and read Kite Day at Pine Lake outloud three
times each. (Firs give a book talk: It is kite day at
3. While students are reading, call them up one by one to teacher’s desk. Students will be asked to read What Will the Seal Eat?. The teacher will time the reading for one minute and immediately afterward calculate their reading speed and number of recognition errors and record on a graph for the student. This procedure is repeated until the student reaches 85 wpm (The speed at which student comprehension was defined as successful for the study). Teacher should show students their progress after they reach 85 wpm.
4. Assessment: Students will
be assessed during the next time there is a repeated reading exercise
at least a two week period). Students
will again be asked to come up one by one to the teacher’s desk and
Eldredge, John. Teach Decoding: Why and How. 2nd ed.
Education Insights. What Will the Seal Eat?.
Myer, Leslie. Fall into Fluency. http://www.auburn.edu/rdggenie/constr/myergf.html.
Education Insights. Kite Day at Pine Lake
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