Reading with Fluency-Stride through Reading


Keylon Callaway

                                                                                                                    

                                                                                                                      


Rational: In helping children read with fluency, it is harder than one thinks. For children, it was once a challenge and still is for some to just pronounce the words correctly, now we are asking them to read with fluency. Fluency is developed after children become automatic readers with the words they see. Reading fluently is not about the faster reader, it is more about reading with automatic word recognition This is what helps get the message across. In this exercise, the children will be working with a partner to record each other's reading by marking words that get stumbled or mispronounced. This will allow the students to hear what it sounds like when they stumble over a word, therefore making them more cautious when reading. We will discuss as that it is not about the faster reader, it is about reading at a pace that keeps the interest in the story.

 

Materials:

-Book-Up the Hill by Matt Sims

-There should be enough copies of chapter 1 and 2 for all the pairs of students

-Stopwatch (enough for all pairs)

_Pencils

_Crayons

-Fluency bar graph chart (Chart that monitors the growth of the readings; include space for name, 5 reading times, and 5 reading errors)

Procedure:

1."Today students we are going to work on reading smoothly with fluency." "Fluency is not about the fastest reader, because trying to speed through the reading causes you to cut or mispronounce words. When reading, you must read smoothly and allow the words that are being read to sound as if they are just being said, like a regular conversation. I proceed to read a page from Up the Hill. "First I am going to read to you stumbling over my words." "J J Jan r ran up da hil" Then I will read the same passage with fluency to show you all the difference. "Jan ran up the hill" "How did I improve?" Did you understand me better" "Well I want us to practice your reading so that each and every one of you will read fluently and with expression."

2. I will provide another oral example on the board by writing a sentence for us to practice reading fluently. Billy and Jack are best friends.  "Billy and Jack are best friends. "Now I would like for you to practice reading while sounding out each word and smoothing the sentence. "Did this sentence some together and make sense to you?" "Ok, I am going to read it to you super fast." BillynJac r besfriens" "Could you understand what I was saying?" "It was not clear" "Now I want us to read it one more time with fluency!"

3. I am going to explain to the students that they will be paired up with a partner, and they are going to read a chapter from Up the Hill, until they are reading it fluently. "You and your partner will both read the chapter. When one is reading, the other will start the clock and begin marking words that the partner stumbles or mispronounces. You both will do this for as many times possible in 20 minutes. Each reading will last for 1 minute, so at 1 minute, stop the stopwatch and tell your partner where they made their mistakes so they will know the next time they read." "I will be walking around helping you all if words are too too hard" I will show you how to do this. "Jack and I will show you an example. Jack began reading as I start the stopwatch" Ok, Now Jack you are done, you mispronounced and stumbled over these words here so next time try to correct them. Now I am going to write down the time in which he got finished. Now I will read and Jack will do the same for me.

4. The students are going to break into their pairs. Each student will be given a copy of Up the Hill (chapters 1&2). They will now monitor each other and began recording mistakes and times. By the end the times should have improved as well as the fluency of the students.

Assessment: I will assess the students by walking around in the end to hear each of them read for one minute individually to test their performance and improvement. While listening, I will also be looking at their record sheet to see if they have improved throughout the lesson.

 

Reference:

www.lessonplanspage.com

www.auburn.edu/rdggenie


Return to Index

http://www.auburn.edu/rdggenie/sightings.html.