Ready, Set, READ!

 

by: Malorie Poole

 

Rationale: Fluency is key to reading success. A child must read consistently, accurately, and with expression in order to be a fluent reader. Students must be able to read fluently in order to have success in comprehension. Fluency helps readers gain independence in reading through practice and repeated readings. This lesson will help readers practice to become fluent in reading.

Materials:

 -Speed reading record

-Partner check sheet

-Sentence strip: "The cat is taking a nap."

-Cover up critters

- Poster with the word lake

-Book "Frog and Toad are Friends" for each student

-Monkey progress chart

-Stop watches for each student

Speed Reading Record:

       Name:_________________________            Date:___________

                        Time:   

                         After 1st read            _______

                         After 2nd read           _______

                         After 3rd read            _______

 

 

Partner Check Sheet:

When I take note of my partners read, he/she can:

                                                                                    After 2nd           After 3rd

                        1. Remembered more words         _______          _______

                        2. Read faster                                _______          _______

                        3. Read smoother                          _______          _______

                        4. Read with expression                _______          _______

 

Procedure:

1.I will begin the lesson by telling the students we will be working on fluency today. "Can anyone tell me what it means to read fluently? Correct; it means to read fast where you can read the words automatically. When we first begin to read, we sometimes stumble over the words, but with practice we can read words easily. One way we can become better and faster readers is to reread stories over and over again. That is what we are going to be doing today!"

2."Now, I want you to listen how I read these sentences. Thheee caaat iiissss taaaakinngg  aaa nnnaaaap. Let's read it again. The cat is taking a nap. Which sentence do you think is easier to understand? You're exactly right the second one sounds much better because it is quicker and smoother." Now, tell the students that we will be working on our reading to help us read quicker and smoother. Remember, if there is a word you don't know, or it doesn't make sense you can use your cover up critters to cover it up like this: ["Let's use this word." [Show lake poster] "First, cover up everything but the vowels. (l and k) We know that a_e = /A/, so the vowel says /A/.  Next, uncover the first part of the word and add it to the vowel: /lA/.  Finally, add the last letter: /lAk/--lake."

3.Next, students will be put in pairs and each child will be given a copy of "Frog and Toad are Friends." "This book is about a frog that is super excited that it is spring and he wants his friend Toad to come outside.  But, Toad does not want to come outside with Frog.  What will Frog do? Do you think he will get him out of bed or will he always stay inside? To find out we are going to have to read!"

4.I will explain to them that they are going to be given stopwatches to time their partners reading. We will discuss the Speed Reading Record and the Partner Check Sheet. "Okay class, we are going to be timing ourselves reading. We are going to each read the story three times and your partner will tell how many words you read each minute and whether or not your read smooth, fast, and with expression. Remember that reading with expression is when you really get into the story. Also, every time you read you need to move your monkey up on your chart, so we can see how much you have progressed.  Make sure that the outstretched hand is at the number of words you read. You may start when you are ready." During this time, the teacher walks around and makes note of how the students are doing.

Assessment: I will individually work with each child allowing them to come read the story to me. I will look at the notes I made about the students when I was observing, I will look at what their partner wrote on their sheets, and I will note any progress the child has made. I will have students bring their progress charts with them and when they finish reading their story, we will place the monkey in the correct place.

 

Reference:

Susanna Pate, Leaping into Reading, http://www.auburn.edu/academic/education/reading_genie/projects/pategf.html

Katelyn Jernigan, Rocket Reading, http://www.auburn.edu/academic/education/reading_genie/projects/jernigangf.html

The Reading Genie, Developing Reading Fluency, http://www.auburn.edu/academic/education/reading_genie/fluency.html

GO image: http://www.go-drivingschool.com/go%20signlarge.gif

 

 

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