Up, Up, and Away With Reading

By: Sarah Abbott

Growing Independence and Fluency Plan

Rationale:

            One of the most important goals of becoming a successful reader is learning how to read fluently. Fluency is also an important component of reading comprehension. One way to accomplish fluency is by reading decodable books and by reading frequently. Another way for a child to become a fluent reader he or she should read a variety of decodable texts and repeat readings on a regular basis. Through repeated reading, readers can increase their fluency and build their confidence in their own reading abilities. Over time, fluent readers will read with enthusiasm and excitement. Being a fluent reader also helps the child to comprehend what they read. When the students comprehend what read, then the child will have a greater understanding of the text they are reading. The students will gain fluency through repeated readings and one-minute reads.

 

Materials:

            Class set of decodable books

            Class set of In the Big Top by Shelia Cushman (one per student)

            Stopwatch

            Pencils

            Cover-up Critter- Colored Popsicle Stick with Eyes on the top

            Whiteboard or Chalkboard

            Markers or Chalk

            Reading Fluency check sheets (one per student)

           

Procedures:

1.      I will start the lesson by explaining to students what fluency means. I will then go in depth about how to become fluent readers and why it is important that students are fluent readers. "Students, today we are going to learn how to become fluent readers. Has anyone ever heard of the word fluent?" I will then allow time for the students to think up an answer and raise their hands. "Being fluent reader's means that we can read a text easily and at an appropriate speed. Also, when we read we need to have excitement and enthusiasm in our voice so others can enjoy hearing us read. Reading fluently also helps us become better readers."

 

2.      I will write on the board: "The rose is in the pocket." I will then read the sentence in an exaggerated manner. While reading the sentence I will also stretch out each sound in the word. By me doing this, I will be modeling a student who is not fluent. "Let me read this sentence: TTTTThhee RRRoossee iiis iiin thththe pppockcketttt. How that was really rough isn't it? Let me do this again. Ththe Roose i-s i-n the ppoockett. Still does not sound good. What do you think? Ok! Well then let me try one more time, but this time I am going to read the sentence with more expression The Rose Is In the Pocket. So guys, which sentence sounded the best? Right! The last sentence sounded the best."

 

3.      Next, I will write 'The rose is red.' I will have the students practice saying the sentence out loud. I will have the students re-read the sentence over and over again until I feel they know they are saying the sentence correctly. I will also have some of the students come up in front of the class and say the sentence with expression.

 

4.      I will then have the students work on repeated readings. "Guys, now we are going to practice repeated readings. This means that we will read a decodable book for one minute. We will stop after one minute and see how many words you have read. We will do this about three times and each time we will count the words. Also, when you are reading you need to remember what you read. Reading quickly is important, but understanding what you read is more important."

 

5.      I will then give a book talk. "Today class, you guys are going to partner up and read the book In the Big Top. This book is about Roz, Tod, Mom, and Pop. They all need to get into the hot rod. Does anyone know what a hot rod is? Right! A hot rod is a really nice car. The problem with this is that a hot rod is very small. They also all have objects that need to get in the hot rod with them. Do you think that all of them and their objects will fit into the hot rod? Let's find out what happens!"

 

6.      I will then split the class up into pairs. I will then pass out the book, Reading Fluency check sheets, and a stopwatch to each pair. "With your partner, you are going to take turns reading In the Big Top. If you are not reading, then you are recording how your partner is doing while they are reading. I also want you to start the stopwatch when they say the right word. When one minute is up, then stop the watch and ask your partner to stop. If you are reading, stop when you are told to stop. Make sure you remember where you stopped. Afterwards, I want the both of you to count how many words you read. I want all of you to read the read the book three times. Ok guys, let's get started."

 

Assessment:

            To assess my students, I will ask each student individually to come up to my desk and read for one minute. While they are doing their one-minute reads I will not miscues and see how many words they read, skipped over, or added. At the end, I will ask each student two or three comprehension questions to see if the students understood what they read.

 

Resources:

            In the Big Top by Shelia Cushman. 1990 Educational Insights.

 

            Murray, Bruce. Developing Reading Fluency.

                        http://www.auburn.edu/academic/education/reading_genie/fluency.html

 
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