"Flying Through Reading"

Courtney Norgren
Growing Independence and Fluency

Rationale: Fluency is important because students should be able to read with automatic word recognition.  Students should read effortlessly and with expression.  In this lesson students achieve fluency through repeatedly reading the text. 

Stopwatches for each pair of students
A flying plane reading chart for each student (this includes a plane trying to make its way up into the air. Each time a student reads, you move the plane to the number of words they read in that minute)
A copy of the book Doc in the Fog for each student

1. Now that we have learned all of our letter correspondences, it is time to become the best readers we possibly can.  In order to be the best readers, we have to try to make our books sound interesting and read without pausing very much.  This is called expression and fluency.  We are going to try to say all of our words with emotion and to read them very fast, without messing up.
2. I am going to read you all a sentence in two different ways, I want you to listen carefully and tell me which sentence sounds the best.  Read one sentence sounding out each phoneme, short and choppy, and then read it again in a normal reading voice.  The dddoooggg gggooottt fffeeeddd. Now here is the sentence a second time, The dog got fed. I will read the sentence fluently by blending and articulating each phoneme. Which sentence sounded best?  That's right, the second one did.  That's because I read it the best that I could.
3. We will read “Doc in the Fog.” This book is about a wizard named Doc; he can change things into other things with his magic. What do you think he’ll make appear? Allow each student to read the book to themselves.
4. Now, we are going to try to read this book even better and faster.  We are going to do something called quick reads.  We will read for a minute.  After we do that, we will count all of the words we read in that minute.  Then, we will move our plane on our chart to that number of words.  We are going to try to get our plane all the way up to the sky.  Model for the children by setting a timer and reading for a minute.  Then, count the words and move your plane accordingly.
5. Put the students in pairs and allow them to read while a partner times for a minute.  They will then count the words and move the planes.  Each reader will do this 4 times.
6. Assess the students by recording their first reading and comparing it with their last reading.  The students should have been able to read more words per minute during the last read.

Cushman, S (1990). Doc in the FogCarson, CA:  Educational Insights.

Wright, Madelyn. Race for Reading.


Sweat, Keri. Race for Reading


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