Growing Independence and Fluency
Ready, Set, Read!!!
Mary Elizabeth Sandlin
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.
Speed Reading Charts (one for each student)
After 1st read _______
After 2nd read _______
After 3rd read _______
Repeated Reading Checklist (one for each student to use with a partner):
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)
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.
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)