Set, Read Again!
Independency and Fluency
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
to make sure children have concepts for words and also understand that
composed of individual sounds. Another way for children to become
fluent readers is for them to read faster, smoother and with more
This lesson will teach students how to read quickly, smoothly and with
more expression. They will be able to be Ready, Set
words on flash cards (splut, vike, hrake, bain, dob, chire, sheem)
Tin Man Fix-It
Liz is Six
Doc in the Fog
Red Gets Fed
Jane and Babe
- 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
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.
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.
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)
- 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
- 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
cage to wake him to get him up. To find out what happens to Jane you
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?
- As you are reading the book silently to
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.
- After practicing, they should be able
to read the book fluently and effortlessly.
- 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
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.
Cushman, Sheila. Tin Man
2. Cushman, Sheila. Liz
3. Cushman, Sheila. Pen Pals.
4. Cushman, Sheila. Doc
in the Fog.
5. Cushman, Sheila. Red
6. Cushman, Sheila. Pat's
7. Cushman, Sheila. Jane and
Babe. California. 1990.
Marilyn Jager. Beginning
to Read: Thinking and Learning About Print. Illinois. 1990. 148 pgs
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