Ready, Set, Read Again!

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Growing Independency and Fluency

Elizabeth Bell

Rationale:  Students need to comprehend texts in order to become fluent readers. Those students are able to read words accurately and automatically. One way to accomplish becoming a fluent reader is to make sure children have concepts for words and also understand that they are composed of individual sounds. Another way for children to become fluent readers is for them to read faster, smoother and with more expression. This lesson will teach students how to read quickly, smoothly and with more expression.  They will be  able to be Ready, Set and then Read Again!

Materials:
words on flash cards (splut, vike, hrake, bain, dob, chire, sheem)
primary paper
pencils
sample books
    Tin Man Fix-It
    Liz is Six
    Pen Pals
    Doc in the Fog
    Red Gets Fed
    Pat's Jam
    Jane and Babe

Procedures:

  1. Begin the lesson by modeling to students how to chunk words. Modeling is an important strategy because the children will be able to see how to perform the task properly. (Hold up the word card splunt) This is not a real word. It is a made-up word to make sure we know how to properly pronounce words that are or are not familiar to us. Since it is not a real word, I need to chunk this word to be able to read it. Who knows what I mean by chunk? That's right! Chunking is when you break apart words. First, since I am not familiar with the word I am going to use this cover-up tool. Who can tell me what a cover-up tool is? That's right! A cover-up tool is used to cover-up portions of a word to help up sound out each part. Who knows  what could be used for a cover-up tool? That's right! Anything like a small sheet of paper or even your finger. So here I have my word card (hold it up). I am going to use my cover-up tool, which is a small sheet of paper, and cover up all of the word except for the first letter (cover-up all of the word except for the s). This is a letter s and it makes the s=/s/ sound (move the cover-up tool over each portion of the word in order to pronounce each portion)  . . . . so my sounds are s-p-l-u-t. When I combine each sound (s-p-l-u-t) I get the word splut.
  2. Sometimes when we read words, we have difficulty figuring out how to say them. When that happens, it is important to always ask for help, but I first want each of you to try the cover-up strategy that we just learned.
  3. We are going to practice reading some fake words.  I am going to pass out some word cards and I would like each of you to practice what  we juts did in class (make sure there are enough flas cards for at least 2  per child and then they can swap). As you all are working on this, I am going to walk around the classroom because I am excited to see how you are going to do. I know all of you are going to do a great job! (offer assistance as needed to each child)
  4. Once the children practiced, have them pair up in groups of two to test each other on the new strategy. Make sure they are using their cover-up strategy they just learned if they need it.
  5. Once the students completed their group practice, have them sort through the books available (on their reading level) to them and practice reading. Make sure they know to read the book at least 4 times. We are now going to read some books from our library today. We have a few books that I am going to point out to you all today. The first book we have is Tin Man Fix-It.  Tim is the Tin Man and Jim is his friend. One day while Tim and Jim were outside, something happened to Tim and it scared Jim. To find out what happened to Tim you will need to read the story. This book is called In the Big Top. This is a story about some people who are going to the Big Top. To find out why they are going and looking in the Big Top, you will have to read and find out. Another book  we have is called Jane and Babe. This story is about Jane and Babe. Babe is a tamed lion and Jane is his keeper. Jane goes in Babe’s cage to wake him to get him up. To find out what happens to Jane you will need to read the story. We have some other great books, too!  (make sure that the children are reading books on their reading level) Make sure you are also reading the correct books. If you are a blue sticker kid, then be sure to select blue sticker books. If you are a red sticker kid, then make sure to select red sticker books. Does everyone understand?
  6. As you are reading the book silently to yourself, ask what is going on so far. At the end of each reading, ask yourself what the book was about. See if each time you read it that you have a different or better understanding about the book. Once everyone is done, I would like some of you to share your ideas.
  7. After practicing, they should be able to read the book fluently and effortlessly.
Assessment:
  1. In order to assess the children, as they are reading, go around to each child to see how they are doing. Sit down with each child for a couple moments and listen to their reading ability and if they are chunking words properly. Make any miscue notes if necessary. Offer strategies if the child needs it instead of answers so they are able to understand how to do it.

References:

1. Cushman, Sheila. Tin Man Fix-It. California. 1990.
2. Cushman, Sheila. Liz is Six. California. 1990.
3. Cushman, Sheila. Pen Pals. California. 1990.
4. Cushman, Sheila. Doc in the Fog. California. 1990.
5. Cushman, Sheila. Red Gets Fed. California. 1990.
6. Cushman, Sheila. Pat's Jam. California. 1990.
7. Cushman, Sheila. Jane and Babe. California. 1990.
8. Adams, Marilyn Jager. Beginning to Read: Thinking and Learning About Print. Illinois. 1990. 148 pgs

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