Ready, Set, Read!

 

By: Rachel Cummings

Growing Independence and Fluency

 

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

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