Developing Fluency:

Hurry, Off We Go!

By: Brigette Marsden

Rationale:

Materials:

-speed reading record for each student

-Partnercheck sheet for each student

-stop watches for each pair of students

-pencils for students

-whiteboard

-marker

-coverup buddies for each student

- Copies of the book for each student or pair of students: Kite Day at Pine Lake by Sheila Cushman & Rona Kornblum. c1990.

Name:_________________________            Date:___________

Time:

Partner Check Sheet for students to assess their partner's fluency:

As I listened to my partner read, he/she:

After 2nd           After 3rd

1. Remembered more words         _______          _______

4. Read with expression                 _______          _______

Procedure:

2.  Explain to the students the coverup strategy that they can use while reading.  While reading, you may come across some troublesome words.  A way to help you figure out the word, you can use your coverup buddy.  Write the word thump on the board.  Using my coverup buddy I am going to model how to decode a word.  When you come across a tough word use the coverup buddy to cover up parts of the word so you can sound it out.  Cover up all the letters except the u and sound out the sound of the short u=/u/.  Then I am going to look at the letters leading up to the vowel, th=/th/. Finally I will focus on the m=/m/ and the p=/p/.  So I am going to look at just the vowel, and I know that the short u makes and /u/ sound, remember like the tugboat.  Next, I am going to look at the letters leading up to the vowel, so th=/th/ so I have /th//u/ and finally I look at the end of the word, so /m/ and /p/, so /th//u//m//p/.  So now when you come across a tough word, remember your cover up buddy.

3.  Now I am going to model fluent reading.  I am going to write the following sentence on the board: The children love flying kites.  Now I want each of you to listen as I read this sentence.  The first time I am going to read it slowly without fluency.  The---children---love---flying---kites.  Now  am going to read it fluently and faster: The children love flying kites.  Which one sounds better? Which one is easier to understand? It is much easier to listen to reading that is fluent and fast than reading that is slow and is not fluent.  That is why we need to practice reading fluently and quickly so that when we read to each other it is easy to listen to and we can focus on the meaning of the words instead.

4.  Now I am going to give each student a copy of the book Kite Day at Pine Lake .  They will each get to read it by themselves before coming together with a partner for timed readings.  This story is about a group of children who love to fly their kites at the lake. A young boy named Bob does not have his own kite and he is sad because he cannot fly kites with the other kids at the lake.  All of their kites are wonderful shapes, colors, and sizes.  Bob just wants a kite too.  Will Bob end up getting a kite? Well, read to find out.  After the students finish reading we will discuss the events of the story.

Assessment:
The students will each bring me their Speed Reading Record and partner checklist. I will perform one minute reads with each child to check for fluency and accuracy.  I will also evaluate their reading record and partner checklist.

Resources: