Hopping Into Fluency!
By:
Kiera Averett
Rationale:
It is very important to read with fluency.
This allows students to read faster, smoother, and more
expressively.
The goal of this lesson is for students to read quicker,
automatically, and improve comprehension. We
will achieve this goal through reading, repeated reading, timed
reading, one-minute reads, and assessment. These
activities will provide practice that will help increase fluency and
develop better automatic word recognition.
Materials:
Stopwatch
Decodable book-
Red Gets Fed
Fluency progress
charts with a rabbit and carrots on it
Pencils
White board/marker
Procedures:
1.I will begin the
lesson by explaining what fluency is and why it is important.
���Today we are going to talk about something called fluency.
Can everyone say that word with me?���
Good job! Fluency means that
someone is able to read fast, correctly, and with expression.
Fluency is important because you are able to understand what you
are reading.
2.I will model the
difference between a fluent reader and a non fluent reader.
���Today we are going to work on being a fluent reader.
We are going to try to read quickly and smoothly.
It should sound like you are talking to a buddy.
First I am going to show you how a non fluent reader sounds so
listen up.
(I will write a sentence on the board).
For example, listen to me read this sentence on the board.(The
rabbit hops to get the carrots) ���The
r-r-r-a-a-a-b-i-i-t h-h-o-o-ps to get the ca-r-r-r-o-o-ts.���
Now does that sound right?
Would you talk like that to one of your buddies?
That���s right, you wouldn���t.
Now I am going to show you how a fluent reader sounds.
(I will read the sentence smoothly and with expression.)
���The rabbit hops to get the carrots.���
Now does that sound like your talking to one of your buddies?
Yes, it does. Then I will have the
students practice reading it the way I did.
3.I will give each
child a decodable book and a progress chart.
���Today we are going to practice becoming fluent readers by
doing some repeated readings. You will have one minute to read the book.
When the minute is up, you will count how many words you read in
that minute. We will do this many times.
Remember to make sure you understand what you are reading so you
can remember what happens in the story.
I will give the students a short book talk before they begin reading.
Booktalk:
Red is a dog. He is very hungry and
a little sneaky. He wakes up Meg and
everyone in the family so he can try to get some breakfast.
Will Red get to eat breakfast?
You���ll have to read the book to find out.
4.To assess their
fluency, I will time the students the first time.
I will also ask them a few questions to make sure they
understand the story. Questions:
���Who is Red?��� ���Why is Red
waking everyone up?��� After this I will
have the students re-read Red Gets Fed a few more times.
I will also make sure they understand how to use their progress
charts.
I will remind them to record the number of words they read each
time to move their carrots.
References:
Cushman, Sheila,
���Red Gets Fed���. Educational Insights.
Carson. CA:1990
Laura Charlton,
���3,2,1, Blast Off!���
http://www.auburn.edu/academic/education/reading_genie/projects/charltongf.html