Touchdown to Reading!

Growing Independence and Fluency

 By: Morgan Warner

 

Rational:

Students become fluent readers by reading the same books over and over. These are called repeated readings. It is important for students to re-read words that are unfamiliar and by practicing with the same books, they increase their fluency and comprehension. This lesson is designed to help students with fluency.

 

Materials:

- 1 stopwatch

- Book:  Brown, J. Stanley and the Magic Lamp, 2003. Harper Trophy. New York.

- Book: Viorst, Judith. Alexander and the Terrible, Horrible, No Good, Very Bad Day, 1972. Simon and Schuster. New York.

- Poster of a football field

- Moveable football that can be moved along the yard lines

- Checklist paper (3 for the 3 different readings, with My partner remembered more, read faster, smoother, and with more expression)

- Pencils for each student

 

Procedure:

1) Introduction: Introduce the lesson by expressing how important it is for students to become more fluent readers. “Today we are going to look at one book and see how fast, and accurate we can read it. We are going to use a football field that will measure your accuracy in reading the story. Have you ever played the game of foot ball? (It not, explain how moving down the field to a touchdown works). Also, have you ever had a bad day? This story is all about one kid, with red hair and how he had a Terrible, Horrible, No Good, Very Bad Day. I think you will really like it. ”

 

2) Model the lesson by taking a different book (so as not to give away the words in the story they will read, in this case it will be Stanley and the Magic Lamp) and read it once. Have a student record how many mistakes were made and how long it took to read it. Then re-read the story and have the student make notes on the checklist sheet and count the mistakes as well as see how long it takes to read the story. Show how the football moves (once for every difference in the number mistakes made from the first reading to the second, and then again with the third)

 

3) Work one on one with a student or have all the students work in pairs. The students will read books to you or to each other. After the class is all finished reading, place all the footballs on the football field so that they are displayed. Then every week, move the footballs so that the students can see how much they improve from week to week. If it works better for your class, have each student make their own football field.

 

4) Have the students also do reflection writing on what they would do if they had a bad day like Alexander. Have them write three sentences expressing what they would do if they were in Alexander’s shows during his bad day. Use this as the assessment.

 

Reference

Website for where I found the story:

http://www.auburn.edu/academic/education/reading_genie/persp/crumpgf.html

 

Website for a similar lesson:

http://www.auburn.edu/academic/education/reading_genie/odysseys/faingf.html

 

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