Ready, Set, Read!

 

 

Race Car

Growing Independence in Fluency
Rebekah Woods

 

Rationale: When children are able to decode words automatically and effortlessly children will be able to enjoy reading much more. Repeated readings are essential for children who want to become fluent readers. By completing one minute reads and re-reading books the students will improve their fluency.

 

Materials:

Dry erase board

Markers

Night at the Shore (one per student)

Timer

Racecar chart (one for each student)

Fluency checklist

 

Procedure:

Today we are going to practice fluency. Does anyone know what it means to be a fluent reader? Yes! It means to read quickly and with expression. I am going to read a sentence and I want you to tell me if I am reading fluently, "T-a-m-my li-k-es t-o p-la-y ca-t-c-h wi-th h-e-r do-g." Was that fast? You���re right, I was reading very slowly and it was hard to understand what I was saying. Let me read it again, "Tammy likes to play catch with her dog." Did that sound better? I agree it did sound a lot better because I read quickly and everyone could understand what I was talking about.

 

I want to review with all of you what to do when you come across a word you can���t read. If you were to come across the letters b-a-t but you���re not sure how to say it remember to use the vowel first method. What does the vowel in this word say? Right, a says /a/. Now we are going to look at the beginning of the word and that says /b/. The last thing we have to do is look at the end of the word and that will be pronounced as /t/. So now you can combine the sounds and it reads as "bbbaaatt." "Bat!" So remember if you come across a word you can���t read just use the vowel first method.

 

I am going to pass out the book, "Night at the Shore" (they have already read once during class) and I am going to give you another opportunity to read it again. So I want everyone to start reading���Good, now that everyone is done I am going to assign everyone a partner and you will each be given a "fluency checklist" and you will listen to your partner read and check off the items if they read fast, with expression and with no errors. Then you will switch.

 

For assessment, I will call the students up to my desk and will do one-minute reads with the children from the book. I will have an individual chart for each of them to keep track of how many words per minute they can read. And when they go up in their number they will have the chance to move their racecar farther along the track.

 

I noticed that my partner ___________________________...

 

After 2nd                     After 3rd reading                

 

���                                             ���                                Remembered more words

 

���                                             ���                                 Read faster

 

���                                             ���                                 Read smoother

 

���                                             ���                                 Read with expression

 

 

References:

Sims, Matt. (2004). Night at the Shore. High Noon Books

Burns, Katie. Sprint for Fluency. (http://www.auburn.edu/~murraba/explor.html)

Murray, Bruce. (http://www.auburn.edu/academic/education/reading_genie/)

 

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