Growing Independence
and Fluency
Ready, Set, Read!!!
Rationale:
In
order to be a successful reader, a student needs to read fluently,
accurately,
with expression, and consistently. The goal for this lesson is to help
students
become a successful reader by working on their reading speed. Fluent
readers
are able to comprehend what they are reading because they are not
concentrating
on decoding words. Fluency makes reading more enjoyable for the reader
if they
are able to read fluently and they can become life long readers.
Materials:
Timer
Speed
Reading Charts (one for each student)
Name:
_________________________
Date: ___________
Time:
After 1st read
_______
After 2nd
read
_______
After 3rd
read _______
Repeated
Reading Checklist (one for each student to use with a partner):
Partners'
Names___________________________
As I
listened to
my partner read, he/she:
After 2nd
After 3rd
1. Remembered more
words
_______ _______
2. Read
faster
_______ _______
3. Read
smoother
_______ _______
4. Read with
expression
_______ _______
Decodable
book Fuzz and the
Buzz (Class set)
Procedures:
1.
Introduce the lesson by explaining to the students what means
to be a fluent reader is, and why it is important to be a good reader.
“Today
we are going to be talking about fluency. Fluency is a reader’s ability
to read
words smoothly and quickly. So, let’s
talk about why it is important for readers to be fluent. Becoming
a
fluent reader makes reading fun and enjoyable. You are able to
concentrate more
on what the story is about instead of trying to decode each word. So
let’s get
started!”
2.
Teacher will pass our books to each student
3.
“I bet each of you have read a book that you loved and enjoyed,
but you had a hard time finishing the book quickly because you did not
know
some of the words. Today we are going to practice reading fluently.” It
is
helpful to go back and re-read words until you are able to make it flow
together as if it is normal talk. This tool is called cross
checking. Crossing checking is something we have already talked
about. It
is when we come across unfamiliar words. Well, cross checking can
also be
used to help with fluency because the more you read words the better
you get
with your fluency. This helps you read with expression and read
smoothly because
you are about to read each word.”
4.
Model for students. “The first time you pick up a book
there are usually a number of words that are unfamiliar and you have a
hard
time with them." Read the first page of the book. (1-2
sentences). "For me, the first time I read something I have a
hard
time because I am not familiar with it.” F u z z I s a c uuu bbb.”“Did
you see how hard it was for me when I have unfamiliar words? It
is hard
to enjoy reading something when we have trouble with the words.
So, I
then read the sentences again for a second time." Fuzz is
a cub."
"That time I was able to read a little bit faster because the
unfamiliar
words are becoming more familiar. Though it was easier, it still was
not
smooth. So I will reread it again." "Fuzz is a
cub."
"That time it was smooth but it did not have any expression.”
Reread
it again with expression "I learned the more times you read something
the
better you get. I really started to enjoy reading because it
wasn’t as
difficult. Now you are all going to try reading the books so you
can get
better with your reading.”
5.
“Now let’s read our book for today, “Fuzz and the Buzz” Booktalk: Fuzz
is a cub and he loves his mom. Fuzz loves to play outside in the sun.
He finds
lots of things while playing outside. You will have to read the book to
find
out what kind of things Fuzz finds while playing outside.”
6.
Read until I tell you to stop. If you finish reading the
book, go back and read it again. It will only make reading easier if
you read
over and over again. (When the ten minutes is up stop the students)
7.
Next “I want you to work with a partner this time.
I want one of you to read while the other times you as you read using
the
timer. Then switch roles. Each of you should read your book
three
times all the way through and make sure you record the time for all of
the
reads on the handout."
8.
After each student reads tell the students “I want you to look
at your partner’s records to see if they improved on their fluency each
time
they read it.”
9.
“Great job!” It takes time becoming a great reader. I want
everyone to go home and practice over and over again so you can start
to become
a great fluent reader.” “Continue to practice and we will continue to
chart our
improvements.”
10.
In later lessons students will be given one-minute to read a
book through over and over again to chart how many words per minute
they are
reading. Take the time to encourage each student as they improved.
Make
sure you access them to see if there are any other skills they need to
improve
on. Use your information from your assessment to make future lesson
plans.
References:
The
Reading Genie: Developing Reading Fluency http://www.auburn.edu/academic/education/reading_genie/fluency.html
http://www.auburn.edu/academic/education/reading_genie/odysseys/lewisgf.html
(Read, Set, Read! by Amy Lewis)