Go
Star Reader!
Growing
Independency and Fluency Lesson Design
a
model sentence to display on the board for the class to see
The
cat will let a pig
run in the hot sun.
timer
clip
– board
one
checkered flag to wave after telling an instruction
James
and the Good Day (multiple
copies/number of students)
fluency
checklists (at least one for each student)
<attached>
pencil
bell
list
of student names to record scores in file
"Starry
Board" (like the painting)-a bulletin board to place
a star for each student with reading score (names are not on stars)
Procedures:
"Ready to start your reading
engines boys and girls? Today we are going to work on reading speed."
First practice reading a word that is
"unfamiliar"
to you, pest.
Say, "Start with covering up each letter but not the
vowel, e. The e makes the sound /e/.Then
uncover the first letter, p. The p
makes the /p/ sound. Now combine the sounds. Next uncover the second to last letter, s.
The s makes the /s/ sound. Next uncover the last letter, t.
The t
makes the /t/
sound. Combine all the sounds, pest.
Do not forget that if you are stuck, read
the rest
of the sentence to see
what would make sense (crosscheck)
Model reading a sentence with poor reading
fluency.
The sentence is:
The cat will let a pig run in the hot sun. (Display on the board for
the class to observe)
Begin
by slowly decoding
your practice sentence one letter at a time (have a troubled look on
face) "The…/a/…/c/…/ca/…/t/…/cat/...oh,
the cat!" complete
modeling
Then
say the sentence
with good reading fluency and a smile on your face
"The
cat will let a pig run in the hot sun."
Now
it is your turn (put
a copy of James
and the
Good Day
in front of each
student).
Give a book talk:
James, a young boy,
wants to have a fun day. Just as soon as he gets up
that morning he thinks about sailing his boat in his
bathtub. Well, he does but then forgets to
take it out when he ran outside to play. Will the boat be alright?!
Then
say, "First I
will give you time to read the book silently. I will be walking around
to
observe. When I think mostly all of you have finished the story, I will
sound
my bell. Then you will each be assigned a partner.
Pass
out a fluency
checklist to each student. (explain how to complete a checklist with
class and
for each student to read at least twice). [example
fluency checklist attached]
When
time is up, sound
the bell. "ding…ding!"
Assessment:
Tell the students, "When you hear me call your name,
come on up to my royal reading chair.
You will each read to me for one-minute." **make sure to write down the
score of each one - minute
read**
The students will take a book copy home
to
read before bed or to parents (etc.).
The lesson is to help the child feel better about
themself not worse.
Let
this new type of
lesson serve as a warm-up for additional lessons that involve a token
system
for individual or the class.
References:
