“Hopping Into Fluency”

Fluent Reading

Emily Cole

Rationale:  For students to be fluent readers, they must read quickly, automatically, and expressively.  Not only should students read with speed, ease, and expression, but they should also comprehend what they are reading.  One way to increase fluency is through repeated readings.  Reading a passage of text several times allows students to become more fluent readers.  In this lesson, students will gain fluency through repeated readings and one minute reads.

Materials:  One piece of cardstock with the sentence “The frog hopped off the lily pad to catch a fly.” for every group, stopwatch for every group, one copy of Days with Frog and Toad for every group, Cardstock with several lily pads on it for students to move their frog for each student, cut out frog die cut for each student, one copy of Jane and Babe.

Procedure:

1. Explain to students what being a fluent reader means.  “It is very important that we all become fluent readers.  To be a fluent reader, you must read with speed and ease.  A fluent reader also comprehends what they are reading.  When we are fluent readers our reading sounds much nicer and smoother.  It also allows us to enjoy what we are reading!” 
2. Demonstrate a fluent reader and a non-fluent reader.  “To review what it means to be a fluent reader and non-fluent reader I am going to read a page from the book Jane and Babe.  Bbbbbbaabe s-s-tays iiiin hi-i-s caaaggge.  (Read one sentence from the book) (The first time read the sentence very slowly, without expression, and choppy.)  That is what a beginning reader sounds like.  They read very slow, choppy, and without expression.  Now I am going to read the same page from Jane and Babe.  Babe stays in his cage.  This time I am going to read like a fluent reader.  (This time read the text faster, with ease, and expression.)  That it what a fluent reader sounds like.  They read the text quickly, smoothly, and with expression.  Our goal is for everyone to be a fluent reader.”
3. Explain to students that they are going to be doing repeated readings.  “To make you a more fluent reader, we are going to do a repeated readings. I am going to put you with a partner and you are going to take turns reading.  I am going to give each group a sentence on a piece of paper.  I want each of you to read the sentence aloud to your partner.  The first time you may be a little slow and choppy, but that’s okay because you are going to read the sentence four more times to your partner.  By the end, you will be reading more fluently because you are familiar with the words and the sentence will make more sense.”  Pass out to each group a piece of cardstock with the sentence “The frog hopped off the lily pad to catch a fly”. 
4. Explain to the students that they are going to be doing one minute reads.  “Now we are going to do a one minute read.  Each group is going to be reading the book Days with Frog and Toad.  Frog and Toad are very good friends.  They like to do fun things together.  You’ll have to read the book to find out what fun things Frog and Toad do.  (Pass out each group a copy of Days with Frog and Toad and a stopwatch)  While one person is reading their partner will be timing them.  The reader should read as many words as they can.  If you come to a tricky word, remember to use your cover-up.  Try your best!  The reader will read for one minute four times.  The timer will time one minute.  After each one minute, the timer will write down the number of words the reader read.  Everyone has a piece of paper with several lily pads drawn on it that lead to a fly and a frog!  Each time you want your reading to get faster so the frog can catch the fly!  The lily pads all have different numbers on them.  After each one minute read the timer will move the frog to the lily pad with the number of words the reader read.  With each reading, you should get closer and closer to the fly!  After the first person reads four times switch.  I will be walking around the room.  If you need help, just raise your hand. 

Assessment:  After everyone has completed their one minute reads, I will walk around the room and look at everyone’s frog chart to see how the student’s fluency progressed.  I will then take each student individually and do two one minute reads on the book Days with Frog and Toad.  This will give me a chance to listen to each students reading and check for speed, ease, and expression.

Sources:

Adams, Jennifer.  Off to the Races! 

http://www.auburn.edu/academic/education/reading_genie/innov/adamsgf.html

Clabby, Caitlin.  Ready…Set…Go!  http://www.auburn.edu/academic/education/reading_genie/persp/clabbygf.html

Lobel, Arnold.  Days with Frog and Toad.  Harper Collins Children’s Books, 1984. 

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

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