Ready, Set, Go! Fluency, Here We Come!



Growing Independence & Fluency

Hope Churchwell

 

* Rationale 

Fluent reading is achieved when a student can read words that are recognized automatically. Fluency is a very important part of reading. The more fluent a student becomes the more the student reads by automatically recognizing words. Achieving fluency allow students to read faster, smoother, and with expression. The direct approach to improving fluency involves modeling and practice with repeated reading under time pressure. In repeated readings, students continue to read the same text until they can read it fluently. In this lesson the students will practice becoming more fluent while using repeated readings and while data is graphed on charts by partners.

*Materials.

          -Student copies of Jane and Babe (Phonics Readers by Educational Insights, 1990)

            -Word Count sheet 2 for each student (attached)

                        Word Count Sheet

                     The first time I read ___________ words.

                                   The second time I read __________ words.

                                   The third time I read _________ words.

             -Reading Evaluation Form 2 for each student (attached)

                                    Reading Evaluation

                                        My partner.................(fill in circle)

                                                                                                       After 2nd time         After 3rd time

                                                    Read faster                                  O                      O

                                                   Read more smoothly                    O                      O

                                                   Read with expression                   O                      O

                                                   Read the most words                   O                      O

 

            -One minute timer for each pair of students

            -Hot wheels car for each pair of students

            -Race Track Game board with spaces

*Procedures:

- Today we are going to read faster and smoother which is what we call reading fluently. I am now going to show you an example. Read the first sentence in Jane and Babe very slowly. How did that sound? I was reading too slow, so my words didn't flow together very well did they? Let's see if we can make it sound better. Read it for the second time, faster this time. Boys and girls, did that sound better? What did I do that made it sound different? That's right, I read it faster. Who thinks that I can do better? Ok, let's see. Reread the same sentence using expression, speed, and fluency. The last time that I read it I read my words faster, and they flowed together smoothly. Did the first time I read the sentence sound different than the last time I read it? What was different about my voice while I was reading? Yes, you're right. My voice went up and down depending on which words I read. The way my voice changes with different words is called expression.

 -Explain to the students what they are going to be doing. Today we are going to work on reading using speed, fluency, and expression. To help us do this we are going to the read the same book three times. Each time that we read it, we will become more familiar with the words in the book which will help us read more fluently.

-The class will be divided into pairs. This will allow each child to have a partner. Each pair of partners will need a copy of Jane and Babe along with two speed record sheets and reading evaluation rubric for your partner.

-Give the students directions to the activity. Today, we are going to work with our partner to become fluent readers. Each person will get the chance to be each role. One of you will get to be the listener while the other person gets to be the reader. The reader will read the book while the listener times your reading. Once the timer goes off, you will swap jobs. Each one of you will be the reader and listener two more times. Make sure that each of you reads the book three times. Each time the reader reads, you will start at the beginning of the book and read for one minute. When the timer goes off, make sure to place your finger on the last word that you read.  Your partner will then count how many words that you read and record the number on the word count sheet. Make sure to do this every time you read. Once you have finished reading it three times and completing the charts, I will collect the word count sheet as well as the reading evaluation that you filled out about your partner.

-Book Talk: Jane is a zoo keeper and her favorite animal is Babe. Babe is a very sleepy lion. Jane wants to play with Babe, but he will not wake up. Jane tries and tries to wake up Babe. Will Jane every get Babe to wake up and play? We will have to read to find out!

-Teacher should give each student a Hot wheels car and a race track. Students will continue to read the book. Each time they will use the car to show how much quicker they read. You are going to use these cars to follow your reading all around the race track. Each time you read more words than you did the time before, you get to move your car the amount of words you read more. For example, if you read 15 words the first time and the second time you read 20 words, you get to move your car 5 spaces. We will work with our cars and race track everyday. Who can tell me what we will be working on since we will use our race cars and track? That's right we are going to work on fluency! Collect everyone's cars and tracks to be used at a later date.

-Now students will be called up to the teacher's desk to read one page out of Jane and Babe. The teacher will use a word count sheet, and will compare it to the sheets that were completed earlier in the lesson. This will show how much the students as improved because of repeated readings.

*Reference

            Jamie Self: Reading Race           
http://www.auburn.edu/academic/education/reading_genie/constr/selfgf.html

            Micah Moore: Ready, Set, Go!           
http://www.auburn.edu/academic/education/reading_genie/constr/mooregf.html

            Dr. Bruce Murray: Developing Reading Fluency

http://www.auburn.edu/academic/education/reading_genie/fluency.html

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