Growing Independence and Fluency

Materials:

White board. Book: The Race for Cake by Geri Murray. Timer for each student. Reading Time Sheet for each student. Check Sheet for partners.

Procedures:

1.  Question students about the definition of fluency. Does anyone know what fluency means? Allow responses. Fluency is being able to read faster and smoother at the same time. We want to become fluent readers because it helps us to know and understand what we are reading, and remember more words. However, for us to become fluent readers, we have to practice reading to get better.

2. Begin with a few cover up of chick. The students can use their reading sticks they have made in previous lessons. First demonstrate for the students how to use the cover up stick, now we are going to start with the vowel, and I see an i, and we know that a vowel by itself without an e on the end of a word, means that it is usually a short vowel, so we know we know it says /i/. Now take your finger off of the first two letters. I know that the letters ch together are partners that make the /ch/ sound. And last we are going to uncover the ck on the end of the word, and we know that ck together makes /k/. Now that we have uncovered each part of the word, we can blend it together: chick.

Using the white board, write: Bob and Joe raced the track to cross the finish line. I will model reading fluently and not fluently. Now we are going to practice saying the sentence. First, I will read it: Bbbobbb aandnndd Jjjoooe racceeeddd thhee trraccckkk ttoo crrrossss tthee fiinnnishhh llinne. Students should recognize the reading is slow and lacks expression because the words were hard. Ask the students if that reading sounded like an exciting part of the story. Now read the sentence quickly and with great expression. Bob and Joe raced the track to cross the finish line! This reading, the students should recognize that I was able to remember more words and read faster.

3. Now, I am going to pass out the book we're going to read today. Each student gets a copy of The Race for Cake. But before we read it, I am going to tell you a little about it: Jess and Ben are swimming when they smell something delicious. They know their mom is baking a cake. Yum! They race to the house, but they didn't know their dog Lad is coming with them. Let's see what happens when Lad joins the race for the cake!

4. Now, you are going to read this book to yourself. Pass out the books, timers and the time reading sheets. You will be reading this book three times. Each time you read, you will set the timer to see how fast you can read the book. After you finish reading, write down the time on your sheet. Ready, set, race to read!

5. After completing the self-readings, students should be partnered. With your partner, you will be reading through the same book, but do something different. Pass out Partner Check Sheet. When your partner is reading to you, you will check the boxes that have improved with each reading, or mark an "x" in the box if they did not do better in that read. This will only be filled out after the second and third readings. Ready, set, race to read!

6. Assessment: I will evaluate the students as they work in partners to hear them read as quickly and smoothly as possible. While the students read silently, I will assess their recordings to see how they improved over the three readings, and I will compare the partner checklist as well. During the self rereading and partner reading, I will have each students complete a one-minute read, and I will note miscues and the number of words they read in that minute.

Reference:

Name____________________________                     Date____________________

Time:

Partner Check Sheet

Name:______________________________                                   Date:_______________

Partner Name:_________________________