Up and Away with Reading



Ashley Wilkins
Growing Indepence and Fluency


Rationale: Fluency is the ability to read a text accurately and quickly. Fluent readers recognize words automatically.  They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. Fluent readers do not have to concentrate on decoding words. They focus on the meaning of the text. Fluent readers comprehend and recognize words at the same time. Students will gain fluency through repeated readings, timed readings, and one-minute reads.

Materials:
- Whiteboard
- Markers
- Book:
- Reading fluency check sheets (one per student, available on Reading Genie Website:    http://www.auburn.edu/academic/education/reading_genie/fluency.html)
- Pencils
-Stopwatch (one per pair)


Procedures
:
1. Introduce the lesson to the students. Today we are going to be working on becoming more fluent readers. Fluent readers read words quickly and with expression. You will be using decoding and cross checking strategies to help you read difficult words.

2. Model to the students how to read fluently. Using the dry erase board write the following sentence. The bird can fly. Listen to me as I read the sentence. Ththe (The) bbirdd (bird) can fly. Did my reading sound good? Allow time for the students to respond. That is right, it did not sound good. It did not sound good because I read too slowly without using fluency. Now I am going to reread the sentence a little faster. Did that time sound better? What did I do to make it sound better? That is right I read faster. I am going to try one more time to see if I can make it sound even better. Reread the sentence using speed, fluency, and expression. How did that sound? This time, I read the sentence quicker and my words flowed together smoothly, because I was reading with fluency. I also used expression when I read making my voice go up and down as I read certain words. Each time I read the sentence I got better and better because I had seen the words before.

4. Now we are going to practice!  I will put everyone in groups of two and give them the book Kite Day at Pine Lake.  You are going to read the book Kite Day at Pine Lake.   This book is about some children who really like flying their kites at the lake. A boy named Bob wants to fly kites with the other kids at the lake, but he is sad because he does not have his own kite. Will Bob end up getting a kite of his own?  Let's read the story to find out! Now, with your partner you are going to read the book three times and your partner will fill out these sheets. Then I will explain the sheets.  The first sheet is the speed reading and the recordings go on it.  Then the next two times they read you will record if they remembered the words, reading worksheet.  You will time how long it takes your partner to read the book faster, smoother, and with expression.  After your partner has read three times you will switch and read three times while your partner records your information.  You will use these stop watches to time your partners.

5. The teacher will be walking around the room listening to the children read and providing assistance when needed.

References:
Megan Powell: Zoom with Reading

http://www.auburn.edu/academic/education/reading_genie/voyages/powellgf.html

Return to Passengers