Reading with the Speed of a Cheetah

By: Michaela King

Rationale: While children learn letter-sound correspondences, they begin to learn the meaning of words. One way to ensure this is to allow children to read and reread stories. In doing so, children will develop fluency and the ability to recognize some words automatically. Being able to read with fluency is an important part of a skillful reader���s development. This lesson is designed to present children with repetitive reading opportunities and help move them toward fluent reading. 

Materials:

-Fluency Chart for each student to have

-Stopwatch (enough for each pair)

-One minute reading charts (for each child to keep and record results)

-Writing utensils for children

-Cover-ups for each student

-Copy of book, Brown Bear Brown Bear, What Do You See? By Eric Carle, for each child

 

Fluency Chart

 

Name:

Date:

 

1st Reading

2nd Reading

3rd Reading

Read Faster

 

 

 

Read Smoother

 

 

 

Used Expression

 

 

 

Remembered more words

 

 

 

One Minute Reading Chart

Name:

Date:

Minute 1-

Minute 2-

Minute 3-

 

Procedures:

1.Begin the lesson by stressing the important of reading fluency. Ask the students, ���What do you think it means to be a fluent reader?��� Then explain what today���s lesson will be about. ���Today we will be practicing to read with accuracy and speed. It is very important that we learn how to read smoothly and quickly. Reading the same stories can help us become recognize words better and become fluent readers. We will be reading a story a few times today and hopefully it will help us become more fluent. Every time you read the story, I want you to try to read it faster, smoother, and with more expression.���

2.Explain how to use cover-ups. ���First, I am going to write a sentence on the board with a few words that are made up and that may be hard to read.��� Write a sentence on the board with a few pseudo words in it. For example, Dad went to fim the fish from the nool. Model how to use the cover-ups to pronounce the words. ���With this first unfamiliar word, use your thumb to cover the f and the cover-up to hide the m. What sound does the letter I make? Right, i says /i/. Now that we know what sound the vowel is, use your cover-up to uncover each letter, uncovering them from left to right, to get the sounds./f/ /i/ /m/ Put those sounds together and we have fim. Remember to do this for any word you come across that is hard to read.���

3.After going over the cover up modeling, demonstrate what fluent reading is using a sentence from the selected book. ���Now that we have gone over how to use our cover-up buddies, I will give you all an example of how fluent reading sounds.��� Write the sentence: Brown Bear Brown Bear, What Do You See? Then ask the children to listen to the difference in how you read it. First, read it slowly, ���Brown���.bear���.brown���.bear���what���do���you���see?��� Then read it fluently, ���Brown bear brown bear what do you see?��� Ask the children, ���Which one sounded better? Which one was easier to understand? It was much easier to understand when I read with fluency. That is why we need to practice reading smoothly and with fluency. So when we read aloud, or even to ourselves, it makes it easier to comprehend what we are reading.���

4.The next step is to give each child a copy of the book, Brown Bear Brown Bear, What Do You See?  ���You will be working with a partner during this activity. I am going to give each pair of you a stopwatch. You are to take turns listening to your partner read the book, and record how long it takes them on the One minute read chart. You will tell your partner when to start and stop. Be sure to count the amount of words your partner reads during minute 1, minute 2, and minute 3.

5.Explain what the main goal is regarding reading the book in pairs. ���Both you and your partner will complete the exact same task and time one another. I will be walking around listening in while you are completing this activity. Over the course of the day, you will also be filling out your partners fluency chart. By the end of the day, you should both have read the book a total of three times and recorded the results on the chart. If you need help, just ask and I will assist you.���

 

Assessment: I will collect the one minute read, and the fluency charts from all students and review them. I will also do individual one minute reading assessments to check for fluency and accuracy. I will record my results and keep individual records on each child using a track sheet.

 

Resources:

Garrett, Cindy. Speeding with Fluency <http://www.auburn.edu/academic/education/reading_genie/solutions/garrettgf.htm>

 

Murray, Bruce.  Developing Reading Fluency
 <
http://www.auburn.edu/academic/education/reading_genie/fluency.html>

 

Martin, Bill & Eric Carle. Brown Bear Brown Bear, What Do You See?

 

 

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