Get Ready & READ!


Jessica Williams
Independence and Fluency
 

Rationale: Research proves that students must become fluent readers in order to comprehend the book. The students must learn to recognize words automatically and to read with expression to become fluent readers. The students will practice fluency through repeated, timed, and one-minute reads.

Materials:

1 Sentence Strip For Each Group Will Read: "The bird will fly in the blue sky."

1 Stop-Watch For Each Group

1 Copy Of Bud The Sub For Each Group

Poster Of The Sky: The clouds will have numbers on them that will correspond with the number of words read.

1 Die-Cut Bird For Each Student

1 Copy Of Pig In A Bag By Geri Murray

1 Sheet For Each Student To Record One-Minute Reads
 

Procedures:

1. I will explain to the students what it means to become fluent readers.
"It is important that we become fluent readers which means we need to learn to recognize words automatically and to read with expression. We will be able to comprehend the book once we have become fluent readers!"
2. I will read a page from Pig In A Bag. I will read as a non-fluent reader.
"I will read a page from Pig In A Bag as a non-fluent reader would read the page."
"TTTiiimm iisss teeenn. BBeeenn giivesss TTiimm a ggiiffftt." (Choppy & Dull)
"If I read the whole book like that would you want to listen to the book."
"Now, I will read like a fluent reader."
Re-Read the sentence as a fluent reader with ease and expression.
"A fluent reader can read with ease and expression. We want to become fluent readers."
3. I will explain to the students the instructions for repeated reads.
"To become a fluent reader we will start with repeated reads. I will assign partners and you will read the book with your partner. You will each take turns and read the book."
"I will give you a sentence. I want each of you to read the sentence aloud."
I will pass out the sentences.
"I will give you a few minutes to take turns and read the sentences to one another."
I will explain to the students that they will become familiar with the words.
4. I will explain to the students the instructions for one-minute reads.
"To become a fluent reader we need to read quickly."
The students will read Bud The Sub. I will give a book talk.
"We will read Bud The Sub."
"Bud and his friend Gus cruise through the water when all of the sudden there has been a tug that has been hit. We must read to see if Bud and Gus can save the tug."
"I will give you a stopwatch and a sheet to record the numbers of words read."
"I want you to read the book to your partner and they will time you for one minute and then record the number of words you read in that one minute. You will read four times for one-minute and at the end of each minute your partner will record the words read."
The students will read. I will pass out the die-cut birds.
"I want you to write your highest number of words read on the bird. We will place your bird on the sky close to the number of words your read."
"You want to fly as high in the sky as you can."
I will walk around the room in case the students have questions.
5. I will assess the students from the sheets that have the number of words read and I will have the students complete one one-minute read with the teacher.

Sources:

Cushman, Shelia. Bud The Sub. Educational Insights. Carson, CA: 1990.

Murray, Geri. Pig In A Bag.

Olk, Katie. Hopping Into Fluent Reading. http://www.auburn.edu/academic/education/reading_genie/voyages/olkgf.html

Return To Passages Index