Beth Tyler
Growing Independency and Fluency


                                                      Ready, Set, Read!

Rationale: In order to for children to be able to read a sufficient amount of material in a certain amount of time they need to be able to read fluently and skillfully. Reading fluency is the ability to recognize words accurately, rapidly, and automatically. Fluent readers learn to read fast and smoothly but also with expression.  The goal of this lesson is to help students develop reading fluency using timed reading.

Materials: stopwatches, reading logs, Easter reading sheet with Velcro strips so the students can move the egg freely, the book Arthur's Reading Race by Marc Brown.

Procedures:
1. I will start the lesson off by stressing the importance of reading with easy and skill. It is very important for you to learn how to read smoothly, because fluent readers can understand and interpret text better. Today we will be practicing techniques that will help us read with ease. We will be doing some quick reads, to help increase speed and accuracy.

2. I am going to read a sentence two different ways. While I am reading I would like for everyone to notice the difference in the sentences. Read the sentence first by sounding out each phoneme, and read the second time quick and smoothly. Which one was choppy and which was smooth? Which was easier to understand and why do you think so? I will now read two other sentences, listen again for the difference of the two. Read the first time with a monotone and dull tone, and the second time with excitement and enthusiasm. Which time did you better understand the text? Next explain to the student how reading with expression can make reading fun and easier to understand.

3. Our first activity will be reading the book Arthur's Reading Race. We will be practicing how to increase our reading speed. We will be reading the book several times, so we can increase fluency while also reading faster. Book talk: In this book Arthur learns to read, he likes it so much he reads in the car, in the bed, to his puppy, and even to his sister D.W. Arthur tells D.W. he will teach her how to read, but she says she already knows how to read. Arthur doesn't believe her and they set out to see if she can actually read. Let's read to find out if D.W. proves Arthur wrong.

4. To begin a one-minute read I will set the timer for one minute. When the timer sounds (or when I say STOP). I will then ask you all to write down, each time you read, the number of pages read. The object of this reading practice is not to just make up words to get finished quickly. Make sure you are also reading for accuracy and fluency. Next, model a minute read.  I will read as many pages as I possibly can, in one minute. I would like for everyone to time me while I am reading. Remember each of you will be ask to do the same thing, when I am finished modeling. Pay close attention to the steps in a quick read. I will set the timer for one minute; as soon as the timer goes off I will stop. Read the book for one minute.  I will now write down, in my reading log, how long I read (one minute) and how many pages I read (4 pages). I will then take my Easter reading ladder and place my Easter egg on the 4 pages mark on the ladder. If I keep improving I will be filling my Easter basket with all kinds of eggs.

5. Give each student a copy of the book Arthur's Reading Race. Students I would like for you to do a quick read, just as I modeled before. Don't forget to cross check, when we go back and reread a sentence if it doesn't make sense, just like before. Ready to read, GO! The buzzer goes off, stop and record your page numbers and place your egg on the appropriate mark. Great job!

6. Next, I will divide you up into groups and you will do a timed quick read with your partner. One person will time while the other reads aloud. Read five times each, for one minute. Move your egg up the ladder, to the Easter basket, as your speed increases. Assign each child a reading partner. Give each group a stopwatch.  Remind the students that they are reading for accuracy, fluency, and speed. As each group read I would listen to each child read and take notes.

7. For assessment I will take up the Easter reading charts and review the final, for this day, speed for each student. I will also take up their reading logs to see how much they increased throughout the lesson and also find out who may need extra help. I have also taken notes while the students were reading in there groups.

References:
Reading Genie Website http://www.auburn.edu/rdggenie
 "Speedy Gonzoloz" by Lauren Reynolds   http://www.auburn.edu/rdggenie/inroads/lewisgf.html
 "Reading Like Rabbits" by Michelle Strowd
 http://www.auburn.edu/rdggenie/inroads/strowdgf.html

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