Practicing Smarter Not Harder is Best!

Leslie S. O'Neal

I.  Rationale:
· In order to help children gain confidence and fluency there are many approaches that can be taken.  You should work with a fifty to one-hundred word passage typically, choose a passage at about their instructional level, and have them read this same text over and over until they have mastered it (become fluent).  It's also important for you as the teacher to emphasize the importance of re-reading as well as reading expressively and speedily.

II.  Materials:
· Poster with example words on it
· Books for each child's own independent reading level
· Board/Butcher paper to chart student's reading speed on (length of book instead of child's name at the bottom and the times going up the side of the graph)

III.  Procedures:
· First, we're going to review how you chunk blends and single letters in words to makeup the complete sound of the word.  For example if I was reading the word "flush" I would take my finger and cover up all the letters but the u and then I would say "uh" then I would uncover the fl and say "fluh" then uncover the sh and say "flush" making sure to use the short 'u' sound when I blended all the letters together to say the word "flush".  (I would probably give a couple more examples too and let the class help me with them to make sure they understood)

· Would anyone else like to share some ways that they know how to decode the blends and single letters found in so many of our words?

·  Today we're going to see how well we can learn to read a book of our choice.  I am going to let each of you pick a book that you feel comfortable trying to read.  I want you to pick one that you don't know very well and that you would like to learn to read smoothly and correctly.

· Now that you have your books I am going to give you time to read this book by yourself as many times as you can until I tell you to stop.  Remember that it is very important to read all of the words and if you get really stuck you can raise your hand and I will come and help you or quickly ask a neighbor but I really want you to try to decode all of the words in the book by yourself.  It will only get easier each time you read your book.

IV.  Evaluation:
· Now that we have become expert readers you are going to pair up and time one another while you read.  We are trying to read speedily but remember it's also important to read our words correctly as well.  The timer will not correct the person reading he is simply there to record the time.  When one person is done then switch and then we will graph our results as a class.

· I want you to look at how quickly you expert readers read!  I think you should give yourselves a big round of applause for all that hard work you did!

· If you would like I'll let you take your books home tonight so that you can impress your family members with how fast and how well you can read your books.

IV.  Works Consulted:
· Practice Makes Perfect!  by: Heather Mauldin
http://www.auburn.edu/rdggenie/elucid/mauldingf.html

· Learning to Read with Superman Speed  by: Renee McInnish http://www.auburn.edu/rdggenie/breakthroughs/mcinnishgf.html
 

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