Vroom, Vroom to Fluency

Growing Independence and Fluency

Materials

Class set of the book Henry and Mudge and a Very Merry Christmas

Class set of laminated banana tree illustrations with words per minute on them from 0-85

Class set of erasable markers

Class set of Velcro monkeys

Class set of stop watches

Class set of speed record sheets

Pencil for each student

Procedure

1. I will start the lesson by explaining to the students the meaning of fluency and why it is important that we become fluent readers." Today boys and girls, we are going to learn about fluency. Fluency is fast, smooth, and expressive reading that sounds like speech. It is important that we read fluently, so that we can gain a better knowledge of the text that we are reading. Reading fluently sounds like a conversation that you may have with your friend. When we talk to our friends do we say things like "Hiii to-to-today I -a-a-am  go-going to the ga-ga-game"? Of course not, that sounds like a broken record. It is important that we read fast, smooth, and expressively, so that we won't sound like a broken record and understand what we are reading.

5. Teach the students about the cover up method before they start independent reading. "it is okay  if you do not know all the words in the book. When you come across a word that is unfamiliar to you, use the cover up method. The cover up method helps us recognize words automatically when we see them in the future, and it helps us improve our reading fluency. I am going to show you how to use the cover up method." Write the word cat on the board. "If I were reading and came across the word cat, I would use the cover up method to help me pronounce it if I didn't know how. I would cover up every letter except for a." Cover up the letter c and t. I know that the letter a makes the /a/ sound. Now look at what comes before the letter a, the letter c. Blend them together to get /ca/. Now uncover the letter t for the students. "Now look at the letter at the end of the word t=/t/. Put it all together and you have the word /cat/. Whenever you see unfamiliar words use the cover up method to help you figure it out.

7. Assessment: I will call each student up to do a one minute read with me to individually assess their reading fluency. I will then record how many words the students read in that minute on the Speed Record Sheet titled Teacher Fluency Assessment. I will collect the student's Speed Record Sheets to see how the students have improved from reading independently, to reading for a partner, and to reading for the teacher.

Name_________  Date___________

Speed Record Sheet

First Minute: _______ words read

Second Minute: _________ words read

First Minute: _______ words read

Teacher Fluency Assessment

First Minute: _______ words read

References

Miller, Tiffany. Poof Let's Become Fluent!

Rylant, Cynthia. Henry and Mudge and a Very Merry Christmas.(2004). Scholastic Inc. New York, Ny.