Bee-ing Great with Fluency!

Growing Independence and Fluency

Kayla Petty

Rationale:

Materials:

-Stop watches

-Pencils

-Dry erase board

-Speed reading record (below)

-Partner Checksheet (below)

-Popsicle sticks with bumble bee’s for each student to use as cover ups

-Copies of the book Fuzz and the Buzz for each student

Name: _________________________            Date: ___________

Time:

- After 1st read            _______

- After 2nd read           _______

- After 3rd read            _______

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

Procedure:

1) “Today, we will be learning to become more fluent readers.  Fluent readers can read more smoothly without stopping as much between words in a text.  The more fluent you are, the less you will have to stop to sound out the words!  This means you will understand much more of what you read!  We will be practicing this as we read our books more than once maybe even a few times.  After that we will time ourselves as we read these familiar books. “

“Ok, everyone listen as I read a new sentence. ‘Jill had to give her dirty cat a bath.’ Now, did I read that as a non-fluent reader or fluent reader? Why? Very Good! I read very smoothly therefore I was considered fluent.”

3) I will then remind students how to use the cover up technique and model this. This will be helpful when decoding the text. I will write the word swims on the board and use my cover up to model how to decode the word. If I am not sure what a word is I would cover up everything but the i, (cover up all other letters).” Sound out the short i = /i/ sound. “Next I will look at the letters leading to our vowel, s=/s/, w=/w/. Last, I will look at the end of our word and blend the sounds.  “With s-w-i-m-s, you read the word swims. From now on when you come across a difficult word, you can use your handy dandy cover- up.”

5) “I am going to put you into groups of two and give each of you a book and each group a stop watch. One person should be the reader while the other is the designated timer then you will switch. Do not skip any words because I want to see how many words you can each read smoothly in one minute. At one minute put a sticker where you left off then, count the number of words you read and write the number down for me. I expect you to each take turns until you have both read three times.” I will be around the class to assist with anything as needed during this time.

Assessment:

I will have each student bring their chart they completed with their partner to me and review them, marking the students improvements. I will have them read the book to me and take notes on miscues and fluency such as, reading smooth, not so smooth, quick, not so quick, and pausing. To see that the students comprehended the text, I will ask the following questions:

What kind of animal is Fuzz?

How does the buzzing make Fuzz feel?

What does Fuzz decide to do at the end?

Resources:

Holzapfel, Kim (2006). The Buzzing Bumblebee.