Tigers run fast, I read fast!
Growing Independence and Fluency



 Lizzie Fain

Rationale: 

For children to understand what they are reading, they must become fluent readers.  By repeating readings, children will have practice to become more speedy readers.  The more fluent children become at reading, the less time they will spend on decoding words, and more time on comprehending the text.  The lesson is designed to help children become faster, more fluent and comprehending readers.

Materials:
Procedures:

1.  The lesson will begin by telling children the importance of becoming fluent readers.  Ask the students why it is important to become a fluent reader. It is important to become a fluent reader so that we are able to read fast and understand the text.  How do we learn to read faster?  It takes a lot of reading and practice to become a fluent reader. Rereading text is a very important practicing skill to help you become a fluent reader.  Sometimes you may read or listen to a book for the first time, and there are many words that you  have never seen or heard before this book.  Well, rereading th story helps you to become more familiar with these new words and be able to read faster because this is a text you have already seen.
2.  Model first reading versus second reading of a text from any passage from Stanley and the Magic Lamp by Jeff Brown.  I would like for you to listen to me read a couple of sentence from this book that I have never read before.  The book is called Stanley and the Magic Lamp and it is written by Jeff Brown (read any passage, three or four sentences- noting each phoneme of various words as you read.)  Did you notice how I knew some words and got stuck on some words?  This happens a lot when we read, but the more we read the same words, the better we become at recognizing them.  Now listen as I read it again for a second time.  Read the same passage again, this time not getting stuck on as many words, maybe one or two.  Did you hear the difference in the two readings?  Which reading sounded better, the first or the second?  Which was faster, the first of the second?  Which reading was easier to understand?  I could understand the 2nd passage better because I did not have to focus on figuring out how to say the words.  I did that the first time I read an the second time I could focus on what the story was trying to tell me.
3.  Alright!  Now it is your turn to practice reading and rereading.  Pass our decodable text, Bo's Bows by Carol Kazman and Alice Evans (Scholastic).  Today we will be reading about a young bear and her mother.  Bo loves to play with her mother, especially when they go outside.  But when she looks out the window, she sees the rain.  She does not know what they will do for fun.  Okay, I want each of you to read this story silently.  What does it mean to read silently?  It means to read to yourself, so that no one can hear you.  If you have trouble with any of the words, you can raise your hand for me to help.  But rememeber to use your cover up method and cross check first.  You can cover up the word by covering all the letters, but the first and then one by one moving your card to see all the letters.  You can also cross check by reading the rest of the sentence to see what word fits.
4.  Great job reading silently to yourselves.  The group will be seperated into pairs.  Now that you have read the book one time, I am going to have you get into groups of two and check each other's reading progress then show that progress on a chart.  You will check each other's progress with a checklist.  Read along as I go over it.  (Read checklist to children)  When you get into your groups, you will take your checklists, pencils and your Bo's Bows books.  As your partner reads, you will listen to see if they remember more words, read faster, read smoother and read with expression?  Yes.  So how many boxes would you have checked on my sheet?  Four.  That's right.  If  you did not read with expression the second time, will your box be checked?  No, and that is alright.  It is tough for everyone to get it on their second time.  Now, when you finish reading, don't forget about your partner.  They need practice too, so switch and let them have a turn. 
5.  Allow children to practice reading to their partner using checklists to check progress.  Now I would like for you to get with your partner.  I am going to give each group a stopwatch set on one minute.  2 Fast as Tigers progress charts (one for each student) and sticky notes with 1st, 2nd, and 3rd written on them to indicate the reading times.  Both you and your partner will take turns reading for one minute and being the time keeper.  You will do this three times.  When one minute is up for you first reading, you will take the stick note thats says 1st and place it on the word you were at when the alarm sounded.  Then, you will count how many words you read and place the fast tiger on the chart next to the number that matches how many words you read.  Then, you will read the book a second time and third time.  After reading the second time, you will count the number of words you read and move your tiger the that many spaces.  You will repeat it a third time. when the person is finished, switch and let your partner read.  If you have questions or need help, raise your hand and I will help.
6.  When both of you have finished reading Bo's Bows three times, raise your hand and I will come tell you what to do next.  Allow children to read and reread any text they wish from the class's decodable library to encourage silent, voluntary practiced reading.
7.  Assessment:  Ask each child to read out loud to you.  Record each child's speed, expression and smoothness and accuracy with checklists (speed checklists- words per minute)= # of words x 40/# seconds; accuracy with running records.

References:

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