Growing Independence and Fluency

Rationale:

Materials:

Timer/stopwatch (1 per student)
Speed reading charts (one for each student):

Name:_________________________            Date:___________
Time:

Repeated Reading Checklist (one for each student to use with a partner):

Partners' Names___________________________
As I listened to my partner read, he/she:
After 2nd           After 3rd
1. Remembered more words              _______          _______
4. Read with expression                      _______          _______

Class set of the decodable book, Tin Man Fix It

Procedures:

2)   Pass out the books, Tin Man Fix It, to the students.

3)  "Have you ever read a book before that was really good and very interesting but you weren't able to read it fast enough to finish quickly?  Well, today we are going to work on that and practice ways to become fluent readers."  "In becoming a fluent reader, 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.  We call this cross checking.  Do you remember when we talked about cross checking?  It is the same thing we do whenever we come across unfamiliar words.  Well, cross checking can also be used to help with fluency because the more times you read something the more automatic it comes.  This then allows you to read with more expression because they are not having to concentrate one word at a time words."

5)  "Everyone now take this time to read the book, Tin Man Fix It."  Booktalk:  "This book is about a young boy who has a friend, Tin Man.  One day they were outside planting a garden.  As they were planting the garden, a young boy quickly skates by on a skateboard.  He crashes into Tin Man.  Tin Man breaks into lots of pieces!  You will have to read the book to find out if Tin Man is able to be put back together."

6)  Read until I tell you to stop.  If you finish reading your book before I tell you to stop, then start reading it again from the beginning.  (Give the students ten minutes to read individually.)      After ten minutes, stop the students and then place them in pairs.

7)  Instruct students on what to do.  "I want you to work in pairs this time.  I want one of you to read while the other times you, on the time watch I am about to hand out to you.  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 that I am also passing out." Pass out the stopwatches and handouts

8)  After each student has read to a partner instruct them, "Now I want everyone to evaluate their partners to see if they are improving on their fluency each time they read it."

9)  "Everyone is doing a great job! You will all be fluent readers before you know it! But this takes lots of practice so I really want everyone to try hard and stick with it.  You can take your books home and read them to your family so you can practice even more.  The more you read the book over and over the faster and smoother you will become at reading it.  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 opportunity to listen to each student individually to assess their improvement.  Also assess them to be sure that there are not other skills they need to improve on first in order to succeed as a fluent reader.  Use the information gathered from the assessments to plan future lessons.

Reference: