Race
into
Reading!!!!
Growing
independence and Fluency
Jessica
Brown
Rational:
Fluency
is the ability to
read a text accurately and quickly. When fluent readers read silently,
they
recognize words automatically. They group words quickly to help them
gain
meaning from what they read. Fluent readers read aloud effortlessly and
with
expression. Their reading sounds natural, as if they are speaking.
Readers who
have not yet developed fluency read slowly, word by word. Their oral
reading is
choppy and plodding.
Fluency
is important because it provides a bridge between word
recognition and comprehension. Because fluent readers do not have to
concentrate on decoding the words, they can focus their attention on
what the
text means. They can make connections among the ideas in the text and
between
the text and their background knowledge. Students will gain fluency
through
repeated readings, timed readings, and one-minute reads.
Materials:
One
sentence strip with the sentence: "Jess will race Ben to
get to the cake" for each group
Stopwatch
for every group
Poster
with a race track on it with runners placed at the starting
line. Along the track will be water
bottles that represent the number of words read; cut out a runner for
each
student.
One
copy of "Race for Cake".
Procedure:
1.
Explain to students what being a fluent reader means. "It
is very important that we all become fluent readers. To be a
fluent
reader, you must read with speed and ease. Being a fluent reader
helps us
to understand what we are reading because we do not have to stop and
think about
"sounding out" each word, instead we can focus on understanding what
the story is about. When we are fluent readers our reading
sounds much
nicer and smoother. It also allows us to enjoy what we are
reading!"
2.
Demonstrate a fluent reader and a non-fluent
reader. "Listen to me as I read a page from the book "Lad
and the Fat Cat" This is how a strong reader would read this sentence,
Ssscccaaattt
iiisss fffaaattt. Ssscccaaattt cccaaannn'ttt ssstttaaannnddd. (Read
one sentence from the book) (The first time read the sentence
very
slowly, without expression, and choppy.) Now I am going to
read the
same page from "Lad and
the Fat Cat" again. (Read the sentence slowly and
without
expression). How do you feel about how I read that
sentence? Does
it make you want to listen to me read the whole story? This time
I am
going to read like a fluent reader. (This time read the text
faster, with
ease, and expression.) That it what a fluent reader sounds
like. I
read the text quickly, smoothly, and with expression, I tried not to
pause
throughout my reading and tried to keep you interested in what I am
reading to
you. Our goal is for everyone to be a fluent reader."
3.
Explain to students that they are going to be doing repeated
readings.
"To help make you a more fluent reader, we are
going to practice by doing repeated readings. I am going to give you a
partner,
and then you and your partner will take turns reading. I am going
to give
each pair of you a sentence on a piece of paper. I want each
of you
to read the sentence aloud to your partner. Don't worry if you are
not
reading like you think a fluent reader should read the first time, by
doing
repeated readings and hearing your partner read you will get better
each time.
Pass out to each group a sentence strip with the sentence "Jess will
race
Ben to get to the cake". Pairs will be given a few minutes to
take
turns reading the sentences.
4. Explain to the students that they are going to be doing one
minute
reads. "Now
we are going to practice reading in order to become more
fluent in another way, a one minute read. Each pair will be
reading the
book "Race for Cake". Ben and Jess like to play. One day they are playing and Jess remembers
her mom has made a cake." Ben
and Jess race to see who can get to the cake first, but they have
obstacles
that get in the way. Who do you think will win the race?
You will have to read to find out." I
am going to give you a copy of the book, a stopwatch and a sheet to
record how
many words that your partner reads. While one person is reading
their
partner will be timing them. The reader should read as many words
as they
can. The reader will read for one minute four times.
After
each one minute, the timer will write down the number of words the
reader
reads. After the first person reads four times then switch and
let your
partner do the same thing. When we are finished I will give each of you
a Runner
and you will put your highest number of words on it a put it on the l
water
bottle that is closest to the number of words you read. Your goal
is to
get as close to the finish line as you can by the end of your four
readings.
I will be walking around the room. If you need help, just
raise
your hand
Assessment:
As the pairs of students are doing their
one minute reads the teacher will circulate among the pairs and assess
their
progress. Students should demonstrate increasing fluency as they do
more repeated
readings. After the students have finished the activities the
teacher
will continue to do two one minute reads with each student individually
to
assess all aspects of fluency.
Sources:
Fleming,
Mandy . Hippity Hop into Fluentcy.
http://www.auburn.edu/“academic/education/reading_genie/sightings/fleminggf.html
Murray,
Geri. "Race for Cake" The Reading Genie. Genie Collection 2006.