students to be fluent readers, they must
read quickly, automatically, and expressively.
Not only should students read with speed, ease, and expression,
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
one minute reads.
piece of cardstock with the sentence “The
frog hopped off the lily pad to catch a fly.” for every group,
every group, one copy of Days with Frog
and Toad for every group, Cardstock with several lily pads on it
students to move their frog for each student, cut out frog die cut for
student, one copy of Jane and Babe.
- 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!”
- 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.”
- 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”.
- 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
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,
Adams, Jennifer. Off to
Clabby, Caitlin. Ready…Set…Go!
Lobel, Arnold. Days
with Frog and Toad. Harper Collins
Children’s Books, 1984.
and Babe. Educational Insights,
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