Sailing to Fluency
Growing
Rationale:
This lesson will help children develop fluency as they read. To be
fluent, it
is important for children to automatically recognize words correctly in
order
to increase comprehension. This lesson focuses on developing a
student's
ability to read quickly and smoothly so that they can understand the
text
better. With a partner, students will conduct one minute reads on the
same book
three times each in order to develop fluency.
Materials:
Cover-up
stick (1 for each student)
Markerboard
Dry
Erase Markers
1
book of Bud the Sub for each group
Stopwatch
for each group
Fluency
Chart-Sailboat sailing across the sea (# of words) to an island
(Assessment)
One Minute Read Chart (1 per student)
Fluency Rubric (1 per student)
One Minute Read
Chart:
Name: __________________
Date: _____________
1st Minute: ______________
2nd Minute: ______________
3rd Minute: ______________
Fluency Rubric:
Reader: _________________
Listener: _________________
Date: ___________
I
noticed that my partner: (Put an X in
the blank)
After 2nd
After 3rd
Read
faster
_______ _______
Read smoother
_______ _______
Read with expression
_______ _______
Remembered more words
_______ _______
Procedure:
1. Say: Today, we
are going
to work on developing our fluency when we read. In order to be
successful
readers, we have to learn how to read fluently. When we read fluently,
we
recognize words automatically which helps with comprehending a story
because
you do not have to sound out each word.
2. Give each
student a
cover-up stick. Write the word "clock" on the board. Model how to
read the word using the cover-up stick. "First, we look at the vowel.
It
says /o/. Now look at the c. /c/ Add
the l sound. /cl/. Put the /o/ and
/cl/ together to get /clo/. Now we add the /ck/ sound. We get cl-o-ck."
3. Write the word
"brick"
on the board and sound it out together as a class.
4. Write the
sentence "Chad
has a dog." on the board. "First, I am going to read the sentence
without fluency. Ccchhaaadd hhhhaaassss a ddddoooogggg. Next, I am
going to
read the sentence with fluency.
5. Say: Another way
to help
us with understanding a sentence is by crosschecking. For example, if I
read a
sentence 'Dad rap across the street.' I would go back and check the
word 'rap'
because Dad can't rap across the street. After crosschecking, I see
that the
sentence is 'Dad ran across the street.'
6. Pair students up
into
groups of two. Pass out the book Bud the
Sub and a stopwatch to each group. Each student also gets a One
Minute Read
Chart and a fluency chart. Give book talk: "Bud is a submarine. He and
his
driver save broken boats. They go to help a tug boat that hit
something. Will
they make it in time? Will they able to pull him to safety?" Read story
aloud to the class with them following along.
7. In each group,
one student
will be the reader and the other will be the timer. Explain: "We are
going
to work on developing our fluency by rereading during timed reads. You
are
going to see how much you can read in one minute. The timer will start
the stopwatch as the reader begins to read. At one minute, the
timer tells
the reader to stop. You can't skip any words. At the end of the
minute,
count the number of words that you got correct, and mark it on your
sailboat
fluency chart. Swap jobs with your partner. Repeat until each has read
three
times." Be sure to model how to use a stopwatch and fill out the
rubrics.
8. To assess how
they are
doing, I will call up each student to my desk one at a time and have
them do a
one-minute read with me from Bud the Sub.
I will make miscue notes and count the number of words they read
correctly and
mark it on their fluency chart. I will also ask some comprehension
questions to
see if they understand the story:
a.
Who
is Bud's
boss?
b.
What
does Bud
rescue?
c.
Is
Bud
successful?
Reference:
Liles, Sarah
Frances. "Red is Ready to Read". http://www.auburn.edu/academic/education/reading_genie/sightings/lilesgf.html
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