Hit a Home Run!
Rationale: Children need to be able to
understand what they are reading. In order for a child to
they are reading they also need to be able to read with fluency as well
able to read for comprehension. It is also important that
to read by themselves without any help from adults.
(1 per group)
Di and the Mice (by Sheila Cushman
& Roan Kornblum, c 1990) per child
the speed reading record sheet per child
the fluency literacy rubric
review cover-ups with the children
popsicle sticks per child
eyes per child
- After 1st read
- After 2nd
- After 3rd
________ Partner: ______________ Date: _________
noticed that my partner... (check the circle)
Remembered more words
Read with expression
- I will introduce the
lesson by explaining that in order to become better readers; we must
begin to read quickly and automatically or fluently.
"Did everyone know that we understand and read a book better
because we are fluent readers? Do you know
how we can become fluent readers? One way
is to read a book several times because it helps us read the book
faster and smoother."
- "Does anyone know a
way we can try to figure out what a word is while we are reading? Sometimes we use Cover-up Critters to help us!" (Pass out popsicle sticks and googly eyes to
make Cover-up Critter) "Now I am going to
write a word on the board and we are going to use our Critters to help
us figure out the word." Write the word smile on the board. "Okay,
now the first thing we need to do is cover up everything but the i. (Cover sm, and l). I know that i_e=I so I know that this is going
to have a /I/. Now let’s look at the
letters before i. We have
sm and sm=/sm/. Let’s
put it all together and get /smi/. Now
let’s see what letter comes after i.
We have l and we know l=/l/.
Now we put it all together to get smile. Great job! Now
every time you struggle with a word you can use your critter to help
you read it. Make sure you start with the
- Now I will show the
children the difference between reading a sentence fluently and not
reading it fluently. I will write the
sentence "The dog and the cat chased each other all day."
I will read it very slowly at first to show them how a
reader who is not fluent would read it. Then
I would read it more fluently and faster to show how a fluent reader
would read it. I will read it very
smoothly and will not stutter or slow down. I
will ask, "Did anyone notice the difference in how I read the sentence? Could you tell that one was more smooth than
the other? Right, the smoother reading was
a more fluent reading and that's how we want to read.
Is it easier to understand when its read faster and smoother? That's right it is!"
- "Everyone is going
to get a book called Di and the Mice.
Di decides to take a bike ride. She
goes to sit down and eat. She notices
something white beside her. What could it
be?" Students will read the book
individually and then have a class discussion afterwards to determine
I am going to put everyone in pairs of two. When
you are in your in pairs, one of you is going to be the reader and the other will be the recorder. The reader will
read the book for one minute three different times. The recorder will
start and stop a stop watch and will announce when it is the time to
begin and end after the end of one minute. The recorder will also write
down the number of words read in one minute on the record sheet. After
the reader has read three times, you will swap it up and do the same
thing again." The students will use speed
reading record sheet and fluency literacy rubric. They
will fill these out after recording the one minute read-aloud.
I will work with each child one-on-one at the end and have
them read a
passage to me. I will check their
fluency at this time.
Jennifer Adams "Off to the Races" http://www.auburn.edu/academic/education/reading_genie/innov/adamsgf.html