Super Fast Speedy Readers

Megan Killen

Growing Independence and Fluency

 

Rationale: Reading fluently is reading at a fast, even pace and with expression. For children to become fluent readers, they must first be able to decode words in the text they're reading. This lesson encourages students to practice reading decodable books fast and smooth. Student's will build fluency by reading these decodable texts independently and then timed by a partner for 1 minute.

 

 

Materials:
-Decodable book: Jack the Cat by Emily Mills (Reading Genie) 1 copy/student
-Classroom clock for one minute timer
-Clipboards for students to write on
-Pencils and Paper
-Large piece of chart paper to record times

 -Black sharpie marker to record reading times on the chart. One column titled "Number of Words Read" should list vertically numbers 5-100 in 5's; second column titled "Name of Student" to record who read each number of words in 1 minute.

 

 

Procedure:

1. "Hello boys and girls! Today we are going to practice being SUPER FAST SPEEDY READERS! This means that we are going to practice how to read fast and smoothly when we read.  Do you have any ideas why you think it might be important to read fast?  We want to read things quickly because it helps us understand what we are reading. If we read slowly, sometimes we forget what we read and we can get confused. Reading is more enjoyable when it's done fast!"

2. "We will begin by reading this sentence that is on the board. [The sentence "The cat ran to the red ball." will previously be written on the board]  "I will start off reading this sentence slowly and then I will read it again faster. When I speed up each time, listen how the sentence becomes easier to understand.  By practicing reading this sentence over and over again, I can begin to read it smoothly and faster.  Listen to me: "Thhhhheee ccccaaaattt rrraaaannn ttttooo ttthhheee rrreeeeddd bbbaaallll." Now let's read it a little bit faster, "Thhee ccaaat rrann tttoo theee reed bballl",  and once more even faster, The cat ran to the red ball.  Do we all hear how the sentence is better when we read it faster?"

 3.  "Boys and girls, now it's your turn to try.  I am going to give you each a book that we are going to practice being fluent readers with. We are all going to use this book to practice reading fast and smooth.  No one has read this book before so we are all starting at the same place.  When you have a book, you may spread out all over the classroom to get your own space and begin reading. I want you to work on reading the book smoothly and fast, just like we just practiced.  "The book that I am passing out for you to read is called Jack the Cat.  Jack is a sad cat that is trapped in a cage.  He finds a way to escape the cage and begins searching for fun!  He meets many new animals along the way and tries to help them or play with them.  What do you think will happen?  Do you think Jack the Cat will be happy?

4.  "Now everyone take your time reading and practicing the story.  When you have read the whole story and feel like you are a super fast speedy reader, you may come back to the circle and sit quietly until everyone is finished."

[When everyone has returned]

5.  "Now that everyone is back sitting down in the circle, I am going to give each of you a partner, a piece of paper on a clipboard and a pencil.   Each group needs to find a place in the classroom to sit together and work quietly together. One partner will be the recorder and one partner will be the reader. When I say GO, the reader will begin reading the book again for one minute. At one minute I will say STOP. When I say STOP, count up all the words you have read and tell them to you partner who will write the number down on the paper. Then you will switch and the other person will read.  This means that each person will get a turn being the reader as well as the recorder. Any questions?"

6.  "Now I want all of you to come back to the circle and we are going to share our times.  We have this big chart to record our times. I want each of you to write your name beside the number of words you read in the story."

7. "I am so proud of you boys and girls!  You have become super speedy fluent readers today.  Let's practice more and more everyday so that we can become even better super fast speedy readers!"

 

 

Assessment:

The chart with every student's name is going to be a key assessment tool for the teacher.  The teacher will be able to compare children's scores on the words and tell which students are reading slower and faster and the number of student's that will need extra practice in reading faster and more fluently.  The teacher may want to instruct an additional fluency lesson with a more difficult decodable story for the readers that may not have been challenged enough with the story today.

 

References:

Jack the Cat by Emily Mills http://www.auburn.edu/academic/education/reading_genie/teacherbooks.html

 

Reading Genie;  Rachel Noto - "Speedy Reading"  http://www.auburn.edu/academic/education/reading_genie/sightings/notogf.html

 

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