Race Into Reading
Growing Independence and Fluency
The process of reading involves comprehension and word identification. If a child is struggling with automatic word recognition then it will significantly affects their ability to comprehend what they are reading. When students are provided with phonics instruction, they learn to recognize words automatically and more rapidly. In this lesson, children will be able to gain fluency by reading and rereading texts, one minute reads, and timed reading. Once children become fluent in their reading, they will be able to read more smoothly without having to stop and sound out words. This lesson includes repeated reading as well as timed readings to help children become more fluent readers.
1. Stop watches (1 for every pair of students)
2. A cut out of a race car (1 for each student, put their names on their race car)
3. A progress race track (This will be used for students to move their car around the track as the number of words they read increases. There should be a start line and a finish line. Place the numbers 0-10, 10-20, 20-30, etc. around the track.)
4. Fluency time sheets for scoring (The fluency sheet should contain the student's name who is reading and the student's name who is partnered with them to time their reading. For a one minute read, be sure to put one minute as the time on the sheet. There should be a place for the student to write the number of words read in one minute. There should also be a place on the sheet for the student to write the name of their book and the date.)
6. Decodable books (1 set for the classroom)
7. Decodable text: Jane and Babe
1. To begin the lesson, explain to students why being a fluent reader is important. "Today we are going to practice being fluent readers. Fluent readers are able to read smoothly without having to stop and sound out words. Once we have become fluent readers, we will be able to better understand what we are reading."
2. Explain to students in order to practice becoming a fluent reader they will be doing repeated readings. Explain that when they do repeated reading they will be reading for one minute. "We will be reading for one minute, after the one minute is up, the counter will count the number of words their friend read in one minute. Be sure to read smoothly. Do not try to read too quickly where you make a lot of mistakes."
3. Present the book that they will be reading by giving a book talk. "We are going to read the book, Jane and Babe. In this book, Babe is a lion and Jane is a lady that cares for him. She goes into his cage while he is taking a nap and plans to wake him up. You will have to read the book to find out what happens when she wakes up Babe, the sleeping lion.
4. Model for the children how to reread. "Listen carefully to me as I read to you in a few different ways." First read to the students without using fluency. Take the time to sound out words. Reread the passage using fluency. "Which sounded best?" "Was the first reading easier to understand or the second time I read it?" This will show the students that being able to read fluently makes it much easier for someone to understand what is being read.
5. Give each pair of students a copy of the book, Jane and Babe, a stop watch, a pencil, and a fluency time sheet. "Okay, decide who will read first. You will be reading for one minute. Try to read as many words as you can during the one minute. After the minute is up, write down the number of words your partner read in the minute." Explain to students that after they read and count the number of words they read in one minute to go to the race track and move their car to the number of words read. Explain that the goal is to move their car all the way around the race track to the finish line.
6. After each student has completed a one minute reading have them read again for another minute using the same steps as before. (read for one minute, count the number of words read, go move the race car on the track)
7. Each student should complete three one minute timed readings. After the fluency time sheets are completed, allow the students to go to the race track to see how far around they have made it.
To assess the students, have them read one minute reads individually to assess their fluency. Assess them on the number of words they are able to read in one minute. Also, collect the students' fluency charts that they used during their partner readings and assess them as well.
Tabetha Rape. "Let's Go, Reading!"
Murray, Bruce. Developing Reading Fluency. http://www.auburn.edu/academic/education/reading_genie/fluency.html
Jane and Babe. Phonics Reader. Educational Insights.
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