Read like Lightening
By: Ashley Cooke
Growing Independence and Fluency
Rationale: It is important for students to become fluent when they read. This means that they need to read automatically and accurately. In this lesson we will focus on teaching the students to read faster, more accurately, and with more expression in their voice and facial expressions. This is also very important when reading because if students donât read with expression then the story is boring; not just for the student reading but for everyone listening. To accomplish this we will read phrases from our text, reread them to each other, and read Fuzz and the Buzz.
1. Copies of Fuzz and the Buzz for each student.
2. Stopwatch for each pair of students.
3. Strips of paper for each student with sentences from the book on them.
4. Fluency checklist (1 per student)
1. Pitch of voice got higher and lower. YES/NO
2. Pitch sped up and slowed down. YES/NO
3. Showed facial expression. YES/NO
4. Read accurately and automatically. YES/NO
1. Say: For the past couple of weeks we have been talking about reading without hesitation and without making any pauses. This is what we have called fluent reading. Can anyone tell me how fluent reading might sound?
2. Say: If we are going to become fluent readers we need to read without making any mistakes. There should be no choppy sentences that sound broken up. All of the words should flow together and sound natural so listen to me as I read the first sentence of our book. ăFuzz is a cub.ä Letâs look at the words in that sentence to see which words should be grouped together to make it flow. I think Îis a cubâ should be grouped together because it improves our flow. Now I will read the sentence fluently and chopped up and will ask the students which way sounds more fluent.
3. I will give each of the pairs of students strips of paper with sentences from our story we will be reading on them. I will tell them that they are going to be reading these sentences to their partner to practice reading fluently. I will walk around the room and listen to them reading their sentences.
4. Before we begin to read our story I will have
students read their phrases from their strips of paper together as I
with them. Say: We will now read Fuzz and the Buzz. Buzz
is a bear
who likes to play in the woods. But one day something happens to Buzz
him sad. To find out what happens to buzz you will have to read the
5. Now read the story, Fuzz and the Buzz with your partner. Remember we are working on fluency so remember to group your words and practice reading smoothly. As you are reading the story try to figure out what Fuzzâs buzz is.
6. After you are done reading the story with your partner reread the story again one at a time using the 1 minute timer. After the timer stops stop reading and have your partner write down how many words you read in one minute. Do this 3 times to practice your fluency.
7. I will compare their scores on the minute reading with their scores before this to see if their fluency has improved.
8. I will then have the students draw on a piece of white blank paper what happened to Fuzz in the book to create his ăbuzz.ä I will look at each of their pictures to see if they all got that the ăbuzzä is the group of bees that wouldnât leave Buzz alone.
Fuzz and the Buzz by Sheila Cushman
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