We speed to read!
Ami Young
Growing Independency and Fluency
Rationale:
In order to become a fluent reader, a student must learn to recognize
words and read the automatically. As children become fluent
readers, they will begin to read words more rapidly and smoothly.
In this lesson, I will help children to become more fluent readers by
modeling how to read correctly as well as teaching them how
repeated reading helps to read better.
Materials:
Stop watch(one for each pair of students)
Roller coaster cart pattern
Roller coaster tracks
Highlighter tape
paper
Pencil
Copy of Liz is Six(one for each pair of students)
Procedure:
1.To begin the lesson, you will explain to the students what it means
to be a fluent reader. “Okay boys and girls, today we are going to talk
about what a fluent reader is. A fluent reader is someone who can read
words and blend them smoothly.” Then, you will model the
difference between a fluent reader and a non-fluent reader. “Okay
class, today we are going to learn what it means to be a fluent reader.
A fluent reader is someone who can read really well without stopping to
sound out any words. They go smooth like a roller coaster going
down a hill.” “I will show you the difference between a fluent and a
non-fluent reader”. Take out the book Liz is Six. “This is how a fluent
reader would read the title of the book: Liz is Six. A non-fluent
reader might read the book like this: Leee.....Lii-iiii-z
ii-iiis....Ssss-iiii-xxxx”. “Can you tell the difference between
the two? The first reading was nice and smooth. The second one
was the non-fluent reader because it was rocky and bumpy.” 'You
could become a more fluent reader by particing reading at home and
blending new words.'
2. Next, I will read aloud a few sentences to the students. Some
of the sentences will be read fluently, while the others will be read
non-fluent. I will let the students decide which sentence is
which.
3.Next the students will divide into groups of two and read the book
Liz is Six to their partners. “Okay boys and girls, I want you to
take turns reading the book with your partner. While one partner
is reading, the other is going to time their partner who is reading”. I
will have the students set their timer for one minute while the read
Liz is Six. After the timer goes off, they will record their
partner’s score. When the students read their book the first time, I
will have them place a piece of highlighter tape on top of that word so
it will help them remember which words they missed. The students will
do this three times. The student who is recording the score will
count the number of words read correctly and write it down on a sheet
of paper.
4.After the students have read the book once, they will be given a
poster with a roller coaster track on it. They will then be give
a roller coaster cart. The students will place their roller
coaster at the bottom of the hill. Each time the student’s
reading improves, they will place the roller coaster up one level on
the hill. The student’s goal will be to reach the top of the
roller coaster track and coast down the hill like a fluent reader!
Evaluation:
For the assessment, I will have the students give me their record sheet
for each reading. I will review each sheet to insure that all of
the students are becoming more fluent readers. If a score hasn’t
improved, I will work more with that student individually.
References:
http://www.auburn.edu/academic/education/reading_genie/persp/wildgf.html
Title: As Fast as a Mouse
Author: Ashley Wild
Auburn University Student
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