Zooming Toward Fluency!

 

Growing Independence and Fluency

Sarah Mobley

Rationale:  Students need to know how reading fluently will help them understand a text better.  Fluent readers are able to read words automatically, allowing them to focus on the meaning of the words.  More practice with reading will help them become more comfortable and familiar with words, leading them to be fluent readers. By using one minute reads, students will develop an understanding of fluency and how to become better readers.

Materials:

-One Minute Read Chart (for each pair)

          Name: ________Date: ____

1st minute: ______

2nd minute: ______

3rd minute: ______

-Partner check- sheet:

Name: _____ Partner: ____ Date: ____

I noticed that my partner... (check the circle)

After 2nd           after 3rd

( )                     ( )                     Remembered more words

( )                     ( )                     Read faster

( )                     ( )                     Read smoother

( )                     ( )                     Read with expression

 

-Book: Red Gets Fed for each pair of students     

-Stopwatch for each group

-Car Charts (zooming toward finish line=all words correct) for each student

Procedures:

1. "Today we are going to work on becoming fluent readers. This means that we will try to improve how fast and smoothly we read.  By reading a lot, even books that we have already read, we can improve our fluency.  When we become fluent we will also be able to recognize more words automatically, without having to sound them out."

2. "Now I am going to show you how to tell if someone is reading fluently or not.  In this first sentence I am NOT going to read fluently.  'Ttt-eee-ddd ggg-ooo-tt a hhh-aaa-tttt' (sounding out each letter). Because I had to sound out each letter, I could not read fast or smoothly.  Now I will show you how a fluent reader should sound.  'Ted got a hat.' I was able to recognize each word and the sentence flowed together.  I was also able to understand the sentence and add expression."

3. "Sometimes there may still be words that we do not know, and need to sound out. When this happens it is good to use a cover up so that you can look at only part of a word.  After you think you have figured out the word, you should crosscheck by rereading the whole sentence to see if that word makes sense or not." Model how to use a cover up and crosscheck if I do not know the word hill in the sentence 'The cat ran up the hill.'

4. "Now we are going to work in groups to check each others fluency. Each pair will take turns timing each other (one minute) reading the book Red Gets Fed three times.  The reader will try to read fast and smoothly. The person timing will mark where their partner stopped each time and then count the number of words that they read.  On your car charts you will drive your car to the number of words that you read correctly. Our goal is to reach the finish line by reading all of the words in one minute." Before they are allowed to begin, I will show them how to work the stopwatches and how to count the words they have read by modeling. 

5. "After each student in the pair has read, partners will fill out the partner check-sheet, which tells if their partner improved with each reading."      

6. Assessment:      To assess the students, I will review their car charts and partner check-sheets in order to see improvements.  I will then have each student read the book for me as I take notes on miscues and fluency. When the student has finished reading I will ask questions to check for comprehension.

- Why does Red keep waking everyone up?

- Does Red end up happy?

- How does Red get happy?

References:

-Buzz, Buzz, Buzz by Katie Lincoln

http://www.auburn.edu/academic/education/reading_genie/invent/lincolngf.html

- Crabs Can't Nap but You Can Read! By Alicia Ellis 

  http://www.auburn.edu/academic/education/reading_genie/sightings/ellisgf.html

                                                                  

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