Ready? READ!

# of WORDS	NAME
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Rationale: Reading fluency is the ability to read at a fast, smooth pace and with expression. It is essential for children to be able to decode words in connected text to help them become fluent readers. To become a fluent reader, the student must read and re-read decodable books. This interactive lesson will give the students an opportunity to practice reading faster, and where people can understand them as well. Their fluent ability will be gained through reading and re-reading decodable texts and one-minute reads.

1. “Hello everyone! Today we are going to practice reading smoothly and fast! Can anyone tell me why it is important for us to read smoothly and fast? We want to read smoothly and fast because it helps us understand what is going on in the book we are reading. It also makes us enjoy reading.”

2. “Let’s start out with some practice! I have a sentence written on the board that says: “The dog barked at the black cat.” I’m going to read the sentence slowly, and increase my speed each time. By practicing reading this sentence over and over again, I can begin to read it smoothly and faster. Listen to me practice: “Thhheee ddooogggg bbaarrkked aaat tthhhhee bbblllaacck cccaaatt”.”

3. “Now I want each of you to try! I am passing out decodable books that I want each of you to become fluent readers with. I am also passing out some head-phones for each of you to wear so that we do not distract each other. Remember how I modeled how to read smoothly and fast? That is exactly how each of you should do it as well.”

4. BOOK TALK: In the book, Is Jo Home?, a dog cannot wait until Jo gets home! All the dog wants to do is play, play, play! The dog is running to Jo's house to see if she is home to play. If you want to see what if Jo is home, you will have to read the book!

5. “When you think you are finished becoming fluent with your book, quietly raise your hand , and I will partner you with someone who is finished as well and give you further directions.”

6. (Directions for each partner group) “Here is a timer and a piece of paper. One partner will time the other for one minute. After one minute is up, stop your partner from reading, and see how many words he/she has read. Then, record it on your piece of paper and switch. Any questions?”

7. “When you have both completed your one-minute read, come up to the chart on the board and write your name under the number of words you read.”

Assessment: Individually I will assess each one based on his or her individual progress. I will also assess through the chart that will tell how many words each child read in one minute.