Ready, Set, Read!
By: Rachel Cummings
Growing
Rationale:
Comprehension and word identification
are two important tools involved in the reading process. If a child is
struggling in either of these areas it can have a significant affect on
the
child’s reading comprehension and fluency. When children become fluent
in their
reading that are able to read more smoothly and comprehend what they
are
reading. This lesson applies different strategies to help aid the
student with
comprehension and fluency.
Materials:
-1cut out
race car for each student, with student’s name on it
-1stop
watch for every pair of students
- A
racetrack with a starting line, finish line, and 10 count intervals
marked
- Fluency
time sheets for each student with areas for book title, reader’s name,
partner’s name, number of words read, and date
- Decodable
text for each student
Procedure:
- At the
beginning of the lesson I will explain the importance of becoming a
fluent
reader, and what being a fluent reader means.
- “We will
be doing repeated readings to become fluent readers. We will read for
one
minute. When the minute is up we will count the number of words we
read. It is
important to read smoothly and not read so quickly we don’t understand
what we
are reading.”
-All
students will split into pairs. Each pair will have a copy of a
decodable text,
a timer, and a fluency check sheet. I will model for the students two
different
ways to read the text. The first time I will read slowly without using
fluency
and the second time I will read fluently. I will ask the children which
they
thought sounded better.
- I will tell
the students to read as many
words from the text as they can in one minute. The partner will time
the other
and tell them to stop after one minute and count the number of words
read
correctly. The students will then write the number down on their check
sheet. I
will explain to the students that once they have finished reading they
may move
their racecar to the designated area on the track, depending on how
many words
they read. I will explain to them that we want to get to the finish
line.
- The
students will complete a timed reading three times and count the number
of
words each time.
-To
evaluate the students’ progress I will have each student individually
read
aloud to me. I will asses each student’s fluency by looking at the
number of
words they were able to read aloud in one minute. I will also look at
each
student’s fluency chart as a comparison.
Reference:
Tabetha
Rape, Let’s Go Racing
http://www.auburn.edu/academic/education/reading_genie/passages/rapegf.html