Happily Hopping Our Way to Fluency!
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.
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.)
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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