Va Va Voom Into Independence and Fluency

Grace Jensen
Growing Independence and Fluency

Materials:
-Class set of decodable books, Red Gets Fed by Sheila Cushman (one per student)
-stopwatch
-pencils
-dry erase board and marker
-one minute read charts for each student
-fluency rubric for each child
-progress chart for each child (a baseball player going around the bases; gets to move a base when they progress; or could have a soccer player making it to the goal or a basketball player making it to the basket.)

Name:______________________  Date:____________
1st minute: ______
2nd minute: ______
3rd minute: ______

Fluency Rubric:
Name:______________________  Evaluator:_______________________  Date: ____________
I noticed that my partner: (put an X in the blank)
After 2nd    After 3rd
Remembered more words                       ______      ______

Procedures:

2. First, I will review the cover-up strategy with all of them.  "Okay everybody, what do we do when we come to a word that we cant read when we are reading?  That's right, we use cover-ups.  For example if I saw this word (write slack on the board) when I was reading and did not know it, I would cover-up all the letters (s, l, c, k) but the vowelel a because I know thatat a= /a/.  Now look at the letters before the vowel a, the sl.  Blend these phonemes with the vowel a.  This sounds like /s/l/a/.  Then blend the letters at the end of the word, the ck, with the rest of the letters to make /s/l/a/ck/.  When you see a word that you don't know how to read, use the cover-up method to help you decode the word."

3. Tell the students: "To understand what we have read, we cannot just concentrate on reading fast.  We can crosscheck what we read to make sure our sentence makes sense.  For example, if I read this sentence (Write on the board: "The dock quacked and quacked.") as "The dock quacked and quacked" then I could use my crosschecking ability to decide that a dock doesn't quack so my reading doesn't make sense.  I would then reread my sentence correctly as "The duck quacked and quacked."

4. I will break the class up into pairs.  I will then give our book,  Red Gets Fed to each child; I will also hand out a Fluency Rubric and One Minute Read Chart to each individual child.  I will give the following book talk about Red Gets Fed, but will be cautious not to give away the resolution to the conflict: "Red is a pet dog.  He is a sweet, but mischievous dog.  He goes and bothers Meg trying to wake her up so that she will get him something to eat.  Do you think that Meg will wake up and feed Red?  We'll have to read to find out what happens."

6. After both children have finished the whole book one time, I will have them practice by doing a repeated reading of the same text.  This time I will also remind each "recorder" to fill out the Fluency Rubric after the "reader" has entirely read the book.

7. Let the students to do one more rereading of the book for a total of three readings of the book.  Remind the children to carry on recording their partner's one-minute reads and to complete the Fluency Rubric.  I will let the students discuss how they got better within their readings and rereadings of the book with their partner.

8. I will then collect the students' completed Fluency Rubrics and One Minute Read Charts.  I will compare the students' first, second, and last readings to check for development in fluency.  For assessment, I will have each child read a section to me in the reading center out of Red Gets Fed.  The passage will contain approximately 60 words.  I will measure how fast they read by timing them and recording their time on a checklist.  They will then be able to read the passage through two more times and try to better their score.  Our class will also have a conversation about Red Gets Fed to make sure that everyone has understood the text and did not just race through the reading without understanding the text.

References:

Cushman, Shelia. Red Gets Fed. Educational Insights: Carson, CA, 1990.