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.
Materials:
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
Procedures:
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
the
students read their phrases from their strips of paper together as I
will read
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
and makes
him sad. To find out what happens to buzz you will have to read the
book!
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.
Assessment:
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.
References:
Fuzz
and the Buzz by Sheila
Cushman
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