Speedy, Speedy Students Reading Fast
Rationale: Children learn to decode words first so they are able to read. But fluency is also important; children need to be able to recognize words automatically and effortlessly to be fluent readers. This is best achieved through repeated readings of the same book. Children will become more fluent and better readers through repeated readings.
Materials: Two copies of several books with the theme of fairy tales on different levels, fluency checklists, stopwatch, and a copy of each book with words marked off in fives for easy counting.
1) Introduce the lesson by telling students that when reading it is
important that we read fluently. Explain that fluency is when we read fast
and automatically. Tell students that we must practice our reading several
times, so we can read fluently.
2) Review with students decoding strategies by modeling decoding the word ãlateä.
Letâs look at this word. (write the word late on the board) First we look at the vowel correspondence /a-e/=/A/. Then letâs look at our beginning sound the l sound.
Now letâs blend the word together l-a-te ·.late. Very good Remember, this is how we decode our words.ä
3)Now I will read this sentence. (Wright sentence on board, read sentence slowly and choppy) M-y d-o-g c-an r-a-n v-er-y f-a-st. Now I will read it in a different way. My dog can ran very fast. Which do you think sounds better? Right the second way sounds a lot better. Sometimes when we read something for the first time, we read the sentences slowly and choppy like the first time I read the sentence. To read the sentence faster and smoother we need to read it many times.ä
4) Give each student a book to read that is on their independent reading level. ãI will give you a book and I want you to read it softly to yourself 1 time and I will tell you when to stop. (Give adequate time for each student to finish their story and go around and check to make sure each student is finished) If you finish before time is up you may read the story again.ä (Make sure students know they are being timed so they will try to read the book as fast as they can but tell them that they must actually read the book.)
5) Have students find their partners with the same books. (Help the children find their partners if necessary) The children should have books on their level and be paired homogenously with a child close to their independent reading level. Have the children read aloud to each other and have the partner completes the reading fluency checklist.
Tell each student they are too read the story two different times with their partner. The partner should fill out the sheet for the two different readings. (Go around and make sure each student understands how to fill out the sheets.) Tell the students that you will check the sheets to make sure they gave their partner a fair score.)
6) For assessment, I will have each child come and read a passage from their book that for one minute. I will time the children and see how well they do. They will be given an
opportunity to read the book two more times and the retest their speed. I will see how many words per minute the students can read.. They will have a chart with different characters to choose from their stories. The characters would travel up the chart as the students improve. The chart would be numbered off starting at 60 and going up to 85.
Adams, Marilyn J. (1990). Begginning to Read: Thinking and Learning about Print. 88-94
Norris, Carrie. Learning to be a Super Speedy Reader. Reading
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