Ready, Set, Read!

 

race car.jpg

 

Reading Fluently

Heather Tassin

 

Rationale:  For children to read fluently they must learn to read quickly and smoothly.  Their fluency should increase over time with practice. Once children can decode words automatically and effortlessly reading will become more enjoyable for them.  This lesson will help children with fluency by having them practice reading more smoothly and quickly.

 

Materials:  Marker board with the sentence ���The dog played with the boy in the woods.��� written on it, individual pieces of paper with the sentence ���The cat took a nap in the sun listening to the birds in the park.���, a piece of cardboard with a track drawn on it for each student, a small cutout of a race car for each student, a stopwatch for each pair of students, several different books at different reading levels, pencils

 

Procedure:

1.Let���s begin by talking about how important it is for readers to read both quickly and smoothly.  It sounds better when we read this way and helps us make sense of what we are reading. When we understand what we are reading it makes stories more fun to read.  Let me show you the difference.  I am going to read a sentence like a beginning reader would, than read the same sentence like a good reader.  Listen closely. ���T-he d-o-g p-l-ay-ed w-i-th the b-o-y i-n the w-oo-d-s.���  That didn���t sound right did it?  Could you easily understand what I was reading?  Let me read it again like a good reader.  ���The dog played with the boy in the woods.���  Did that sound better?  What was the difference?

2.Now I want you to get in groups of two.  I am going to give you a piece of paper with a sentence on it (The cat took a nap in the sun listening to the birds in the park).  Read the sentence out loud to each other and pay close attention to how it sounds.  Then, read the sentence silently to yourself five times. Reading to yourself several times will help you with speed.  Then, read the sentence out loud to your partner again and notice the difference.  Which time sounded better?  Great job!

3.Now we are going to try it with a real book.  I will give each pair a book.  While one of you is reading the other will be the timer.   You will be timed for one minute.  Read as many words as you can.  If you come to a word that you don���t know, use the cover up method to try to figure it out.  If you still can���t figure it out look at the rest of the sentence.  If that doesn't work, ask your partner for help.  I will also be walking around to help you.  We are going to do this several times so that you can become a faster and faster reader!

4.After one minute is up you will count how many words you read and place your race car on that number on the track.  Then you will switch and your partner will do the same thing.  Before you start all over, make a star with your pencil on your track on the first number of words that you read so that we can see how much faster you are getting.  I bet after a couple of times reading the book, your race car will get farther and farther on the track.  Ready, set, read!

 

Assessment:  I will assess the students by looking at their progress chart.  They will mark on the track where they began and where they ended and turn it in for me to evaluate.

 

References: 

http://www.auburn.edu/academic/education/reading_genie/discov/orsogf.html

 

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