Speed Reading Sheet
Fluent Reader Checklist
2. Explain and model fluent reading for the students. On the dry erase board, write, The cub runs from the bees. Say to the students, “First, I will read this without fluency. Th… the cccccuuuub rrrruuuunnnnss frrrrrroooommmm thhhheee bbbbbeeeesss. Now I will read it like a fluent reader. The cub runs from the bees. Did that second reading sound better than the first one? Do you see the difference? Good! Listen again and tell me if I am reading the sentence as a fluent reader. The cub runs from the bees. Was I a beginning or a fluent reader? That’s right, a fluent reader! Reading the sentence over and over again gave me practice and helped me read better each time.”
3. Model and remind students tools they can use in their readings, such as cover-ups. Write the word side on the board. “Class, when we are reading and come across a word we don’t know, remember to use your cover-up strategy! We’ll do it together with this word on the board. If I saw this word and did not know it, the first thing I would do is cover everything up except the I. Watch… (cover the s and d). I should know that i_e=/I/. Next, I would look at what comes before the vowel, s=/s/. I blend my two sounds and get /si/. Finally I would look at the end of the word d=/d/. Starting with the vowel helps us solve these tricky words more easily. From now on, whenever we see an unfamiliar word, let’s use the cover-up strategy to see if we can read it.”
4. Pass out copies of James and the Good Day for students to read. Tell students that reading this book more than once today will help them with their fluency. Be sure to give a booktalk. “James is so excited about having a fun day! He decides to sail his toy boat in the bathtub. But something goes horribly wrong and the bath water floods his house! Will James still have a good day now? We’ll have to read this book in order to find out!” Have students read their books at least once, reminding them to use tools such as cross-checking and coverups. “Class, let’s not forget that we can cross-check a sentence if it sounds funny when we read it. And remember, if you get stuck on a word, use your fun cover-up stick to help you read it piece by piece. If you use these tools, make sure you read the sentence over again so you understand what happens in the story.” After students read their books at least once, discuss the story as a class.
5. Have students split up into groups of 2. Explain the Speed Reading sheet to the students. “When you are with your partner, one will be the reader and the other will be the recorder. The reader will read James and the Good Day 3 different times, for one minute each. The recorder will kept track of the time on a stopwatch and write down how many words their partner has read. When the reader has done their three readings, you and your partner will switch roles and do it all over again.”
6. After doing one-minute reads with their partner, students will also fill out Fluent Reader sheet about their partner, filling in the boxes on how they performed during the second and third reading.