Happily Hopping
Our Way to Fluency!
Fluency Lesson
Rationale:
For students to be considered fluent readers, they must be able to read
quickly, automatically and with ease, and expressively (appropriately
to the text). Not only should they be able to read quickly,
expressively and easily, but they should also comprehend and understand
what it is that they are reading. One way to increase fluency is
through repeated readings. Reading a passage of text multiple
times allows students to become more fluent readers and will help them
understand what they are reading better. Throughout this lesson,
students will gain fluency and practice through repeated readings and
one-minute speed-reads.
Materials:
One piece of cardstock with the sentence "The frog hopped to catch the
fly and landed on a lily pad." for every group, stopwatch for each
pair, one copy of
Frog and Toad Together (By: Arnold Lobel) for
each pair, Cardstock with several flies on lily pads on it for students
to move their frog for each student, cut out frog for each student, and
one copy of Lee and the Team.
Procedure:
1.
Explain to students what being a fluent reader means.
"It is very important
that we all become fluent readers. To be a fluent reader, you
must read with speed, lots of enthusiasm and expression, and
ease. A fluent reader also understands what they are
reading. Being able to read fluently lets us enjoy reading more
and helps us to read so much easier and sound better doing it!"
2.
Demonstrate what a fluent reader sounds like and what a non-fluent reader sounds
like. "To review what it means to be a fluent reader and
non-fluent reader I am going to read a page from the book Lee and
the Team. The llllleeefffff (oh!)
lleeeeaaaffff! The llllleeeeaaffff is bbbbbuuuu byyyy Llleeeee's
hheeeeeeelll. (Read one sentence from the book) (The
first time read the sentence very slowly, very choppy/make small
mistakes, and without expression.) That is what a beginning
reader sounds like. Now I am going to read the same page from Lee
and the Team. The lllllleeeeeeeeeaaaaafffffff is by
Llllllleeeeeeeee's heeeeeeellll.
The leaf is by Lee's heel (Read words
easier but still without much expression). This time I am going
to read it like a fluent reader. (This time read the text faster,
with ease, and expression.) That it what a fluent reader sounds
like. My goal is that all of you will be able to read
expressively and fluently!"
3.
Explain to students that they are going to be doing repeated readings. "We are now going
to do repeated readings so that you can become a more fluent reader
too! I am going to put you in pairs and you will each take turns
reading. I will give each pair a sentence to read to your
partner. The first time might not sound that good, but don't be
discouraged because by the end you will sound much more fluent and the
sentence will make much more sense. You will each read the sentence 3
or 4 times." Pass out to each group a
piece of cardstock with the sentence "The frog hopped to catch the fly
and landed on a lily pad."
(Make sure that you don't put students together that will talk or be
disruptive!)
4.
Tell students that they are going to be doing one minute reads and
explain what that is. "Now we are going to do a
one minute read. Each group is going to be reading the book Frog
and Toad Together. Frog and Toad are best friends that have
all sorts of adventures together, and you have to read the story to
find out what kinds of fun things they do. (Pass out each
group a copy of Frog and Toad Together and a stopwatch)
While one person is reading their partner will be timing them.
The reader needs to read as many words as they can. If you come
to a tricky word, remember to cover the word and decode it the best you
can. The reader will read for one minute three-four times
while the timer will time one minute. After each one minute,
the timer will write down the number of words the reader read.
Everyone has a piece of paper with several lily pads drawn on it that
lead to a fly and a frog! Each time you want your reading to get
faster so the frog can catch the fly! The lily pads all have
different numbers on them representing how many words you have
read. After each one minute read the timer will move the frog to
the lily pad with the number of words the reader read. With each
reading, you should get closer and closer to the fly! After the
first person reads four times switch.
Assessment: I will be
constantly walking around the room, making sure that everything is in
order and that everyone is following directions. I will listen to
students and see if they are understanding the concepts of fluent
reading. At the end I will take up everyone's records and see how they
all progressed in their minute reads. Then I will ask each student
individually to come do a one minute read with me.
v
Did students read quickly and with expression?
v
Were there excessive errors?
v
(During your observation period, make sure that students are being held
accountable and are on task.)
References:
v "Hopping into Fluency" By: Emily Cole (http://www.auburn.edu/academic/education/reading_genie/odysseys/colegf.html)
v Fast, Faster, Fastest! By: Audrey Stockdale (http://www.auburn.edu/academic/education/reading_genie/odysseys/stockdalegf.html)
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