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