Sarah Walton

Growing Independence and Fluency

Materials:

1.      Timer/Stopwatch for each pair of students

2.      A copy of the book Kite Day at Pine Lake (Written by Sheila Cushman. Illustrated by Patti Briles. Published by Educational Insights, 1990) for each pair of students

3.      A dry erase board

4.      Dry erase marker (to write i_e=/I/ correspondence words and the sentence "my dog like to go on walks.")

5.      Pencil for each student

6.      Assessment sheet: Fluency Checklist (one for each student)

Name of Partner:

Words read 1st time (in 1 minute):

Words read 2nd time: (in 1 minute)

Words read 3rd time: (in 1 minute)

Did my partner:

Circle one

-Comprehend?               Yes          No

Procedure:

1.     1.  Begin the lesson by reviewing the i_e=/I/ correspondence. Teacher will give the word kite as an example, and will write it on the dry erase board. Teacher will then ask students to display their knowledge with i_e correspondence by naming words with that correspondence. Teacher will write words on the board as the students say different words with the i_e correspondence.

2.    2.  Next, do a book talk for Kite Day at Pine Lake. "Have you ever flown a kite? The kids in this story are all flying their kites at the lake and having so much fun. One little boy named Bob does not have a kite to fly, and gets very sad when he sees everyone else flying their kite. What do you think Bob will do? You will have to keep reading to see if Bob will ever get to fly a kite and see what happens!"

Assessment: Have students write their names on the fluency checklist to turn in. In order to measure each student's success in reading with fluency, call each child up to your desk individually. "I know that each of you have practiced reading with expression and fluently with your partner, so I know you will all do a great job!" Take notes of how the child reads (smoothly or choppy, quickly or slowly, boring or with expression) Also take note of how many words the child reads correctly and incorrectly. Compare how they read to you compared to their fluency checklist to see what steps you need to take with them, and to assess their progress. Also, look at their fluency checklist to compare the number of words the child read per minute the first time, and then the number of words they read per minute the last time they read to see if it increased.

Fluency Checklist Assessment: (that each student will turn in and you will look at)

Name of Partner:

Words read 1st time (in 1 minute):

Words read 2nd time: (in 1 minute)

Words read 3rd time: (in 1 minute)

Did my partner:

Circle one

-Comprehend?               Yes          No

References:

Kite Day at Pine Lake by Sheila Cushman. Illustrated by Patti Briles. Published by Educational Insights, 1990

Auburn University Reading Genie Web site, Growing Independence and Fluency Design,