Speed Reading is Fun
Growing
Rationale:
For a student to read fluently means that he has the ability to read at a fast, even pace and with expression. To become fluent readers, he must first be able to decode words in the text he is reading. These decodable books must be read multiple times to gain fluency. This lesson encourages students to practice reading decodable books fast and smoothly. Student's will build fluency by reading these decodable texts independently and then timed by a partner for 1 minute.
Materials:
-Dry-erase
markers
-White board
-Decodable book: Bob the Cat and His Nap by Cambre Prater
(Reading
Genie) 1 copy/student
-Classroom clock for one minute timer
-Paper for student to record partner's reading time
-Pencils for student to record partner's reading time
-Large piece of chart paper to record times
-Black sharpie maker to record reading times on the chart. Chart should
have
two columns: one column titled "Number of Words Read" should list
vertically numbers
5,10,15,20,25,30,35,40,45,50,55,60,65,70,75,80,85,90,95,100;
second column titled "Name of Student" to record underneath who read
each number of words in 1 minute.
Procedure:
1.
"Good
morning boys and girls! Today we are going to practice speed reading.
You will
practice how to read fast, like a cheetah, and smoothly, like a swan.
Does
anyone know why it is important for us to read fast and smoothly? We
want to
read fast and smoothly so we can focus on understanding what
we are reading. If we read too slowly, sometimes we forget
what we read or cannot focus on what it is we are reading.
2. "Let's
start by practicing reading a sentence on the board." The sentence "The
black bird sings a sweet song." Is written on the board. "I am going
to read the sentence aloud slowly, and I want you to listen carefully
how I do
this. Then I will read it again a little faster than before so you can
hear how
to smooth the words together. Again, I will read the sentence one more
time to
show even more smoothness. Listen to me (read slowly and spread out the
pronunciations) Thhhheeee bllllaaaack birrrrrrrd siiiinnnngsss a
swwwweeeeeet
ssssooooonnnng." Now read the sentence again, this time smoothing the
letters and faster this time. One more time, even faster and smoother.
"Do
we hear how much better it sounds when we read it faster and smoother?
You can
focus on the meaning of the sentence rather than the individuals
letters and
words."
3.
"Now
you try. You will each get your own book
called Bob the Cat and His Nap.
Bob is a cat who is trying to take a nap, but he cannot find a
free
spot. Where will he end up sleeping? I want you to spread out and
practice
reading by drawing out the sounds and then reading it again. You will
see how
much faster and smoother you can read after some practice.
Just follow my example that I showed on the
board."
4.
"When
you think you are done practicing and have read your book many times,
come back
to the circle. Take your time and get really good at reading your book
because
then we will see how fast you can read it."
5.
"Now
that everyone is back sitting so nicely in the circle, I am going to
pair you
up with a partner. Each set of partners will get a piece of paper and a
pencil.
The pair will go sit together away from other partners. One partner
will record
while the other reads. When I say go, the reader will begin reading the
book
you practiced and read as much as you can until I say one minute is up
(stop).
At that time, the recorder will count up the words the partner read and
write
that number down. Then you will switch and the other person will read."
6. "Now
that you both have read, come back to the circle, and we will record
everyone's
scores. Let's start with Toby and Cate. How many words did Toby read in
one
minute? What about Cate? (record scores on big chart). Thank you. Next
set of
partners?"
7. "Look at what good and fast readers you all are! We will do this once a week with a new book and record your time then as well. You will be so surprised to see how much better you are getting at reading fast and smoothly. Great job today!"
Assessment:
Individually, teacher can look at the chart used during the lesson to see their student's fluency. She can look at how many words each student read in one minute. Also, teacher can have children do this lesson over with another book, maybe a more challenging decodable text, to see where their level of fluency is.
References:
Bob the Cat and His Nap by Cambre Prater
http://www.auburn.edu/academic/education/reading_genie/teacherbooks.html
Notto, Rachel.
http://www.auburn.edu/academic/education/reading_genie/sightings/notogf.html