LLLiioonn vs. Lion

Fluency and Comprehension Lesson

Jenna Landers

Rationale:
    A goal of reading instruction is so students can be able to read with fluency automatically.  This alone is not enough; the students must also read with comprehension.  Repeated reading is one way that students can learn to read and increase fluency.  In this lesson students will gain fluency through repeated readings.

 Materials:
    The PowerPoint, Lad and the Fat Cat, paper strips with the sentences to read on them (example, Sam and Bob are best friends and they love to fish together.),{remember to make the sentences appropriate off their reading level}, Jane and Babe one for each student.

 Procedures:
1.    Talk to the students about what the word fluent means.  Fluent reading means you can read smooth and with ease.  When you read fluently you comprehend or understand what you are reading.  Also, when we read fluently you are able to enjoy reading.

 2.    Demonstrate a fluent and non-fluent reader.  "To show you boys and girls what it means to be a fluent or non-fluent reader I am going to read you a passage from the book, Lad and the Fat Cat." {Read a passage from the; the first time read it slow, choppy, and with out expression}. [Llllaaad isss madddddd, Scccaaatt hhhhaasss hhhhiiisss mmmaattt].  That is what a beginning reader, or non-fluent, reader sounds like.  I'm going to read the passage again. [Llaad is mad, Sccatt hhas his maatt.]That time I got a little better because I reread the sentence. Now, I am going to read another passage and this time I am going to read like a fluent reader.  {Read the passage again with much ease and expression.  Express to the students that because you reread the sentence it became easier to read.  {Model to the children that you understood at the end what the book was about, comprehension.} [Lad is mad, Scat has his mat.]  So, boys and girls Lad is mad because the cat Scat took his mat.  Would you not be mad if someone took where you sleep? Yeah, you would! Did anyone notice the difference in the two times I read? The second time I read smooth and with expression.

 3.    Explain to the student what a repeated reading is and that they will be doing them.  To read fluently one way you might practice is to do repeated readings.  We are going to partner up and practice repeated reading with them.  I'm going to pass out to each group a sentence. For example, Sam and Bob are best friends and they love to fish together.  I want each person in the group to read the sentence.  It is ok if it is choppy at first we are going to continue to practice these sentences. {Give the students their sentences, what ever sentence is on their reading level.  Make sure not to give them a sentence that will cause them to be frustrated because the whole point of fluency is for them to enjoy what they are reading.} Okay, I'm going to give you five minutes and I want you to read the sentence four more times. Notice how the sentence gets easier the more you practice.

 4.    Explain to the students that they are going to be doing more repeated readings but with a whole book.  "You are going to read Jane and Babe."  Jane and Babe are friends.  Babe is a lion at the zoo and Jane is his keeper.  To find out all the things that Jane and Babe do together during their days let's read Jane and Babe.  "Staying with your partners I want you to read the book once each.  Then read the book three more times."  Have the students notice how they improve and become more fluent as they read the book.

 Assessment:
    As the students are reading with their partners walk around and examine their progress.  Call the students one at a time to your desk to read their sentence in front of you.  If time is good also have them read the short decodable book.  Take note on the student"s expression, smooth reading, and fluency.  Prepare a checklist with the words to on their sentence and make miscue notes and a short running record of the sentence. 

References:
Phonics Readers-Long Vowels:  Jane and Babe.  Educational Insights, 1990.

 Cole, Emily. Hopping into Fluency. http://www.auburn.edu/academic/education/reading_genie/odysseys/colegf.html

 Murray, Geri. Lad and the Fat Cat. http://www.auburn.edu/academic/education/reading_genie/bookindex.html

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