Growing Independence and Fluency

Rationale:
Fluent readers must read consistently, fluently, accurately, and with emotion.  In order for the students to become fluent readers, we will work on reading speed.

Materials:
Stopwatches for each pair of students
Race car reading chart for each student (this includes a race car trying to make its way down a drag strip.  Each time a student reads, you move the car to the number of words they read in that minute)
A copy of the book Red Gets Fed for each student

Procedure:
1. Now that we have learned all of our letter correspondences, it is time to become the best readers we possibly can.  In order to be the best readers, we have to try to make our books sound interesting and read without pausing very much.  This is called expression and fluency.  We are going to try to say all of our words with emotion and to read them very fast, without messing up.
2.  I am going to read you all a sentence in two different ways, I want you to listen carefully and tell me which sentence sounds the best.

Read one sentence sounding out each phoneme, short and choppy, and then read it again in a normal reading voice.  Let’s go  p..l..a..y o..n the p..l..a..y…grou..n..d af…ter s..ch..oo..l.   Now here is the sentence a second time, Let’s go play on the playground after school.

Which sentence sounded best?  That’s right, the second one did.  That’s because I read it the best that I could.
3.  We are going to read a book called  Red Get’s Fed!  This is about a pet dog named Red.  Red’s owner’s named is Meg.  Red is hungry and wants Meg to give him some food.  Will Red get fed? Let’s read and find out!
Allow each student to read the book to themselves.
4.  Now, we are going to try to read this book even better and faster.  We are going to do something called quick reads.  We will read for a minute.  After we do that, we will count all of the words we read in that minute.  Then, we will move our race car on our chart to that number of words.  We are going to try to get our race care all the way to the end of the drag strip.  Model for the children by setting a timer and reading for a minute.  Then, count the words and move your car accordingly.
5.  Put the students in pairs and allow them to read while a partner times for a minute.  They will then count the words and move the cars.  Each reader will do this 4 times.
6.  Assess the students by recording their first reading and comparing it with their last reading.  The students should have been able to read more words per minute during the last read.

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