“Hippity Hop into Fluent Reading”
Growing Independence and Fluency
Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. Readers who have not yet developed fluency read slowly, word by word. Their oral reading is choppy and plodding.
Fluency is important because it provides a
between word recognition and comprehension. Because fluent readers do
to concentrate on decoding the words, they can focus their attention on
the text means. They can make connections among the ideas in the text
between the text and their background knowledge. Students will gain
through repeated readings, timed readings, and one-minute reads.
One sentence strip with the sentence: "The little green frog hopped off the lily pad to try to catch a fly" for every group
Stopwatch for every group
One copy of Days with Frog and Toad by Arnold Lobel for every group,
Poster with lily pads on it (google images), placed so that the lily pads get closer to the top of the poster where there is a fly; The lily pads have numbers on them that represent the number of words read; cut out frog for each student
One copy of The Missing Snake, decodable reader Scott Foresman, 2008
1. Explain to students what being a fluent reader means. "It is very important that we all become fluent readers. To be a fluent reader, you must read with speed and ease. Being a fluent reader helps us to understand what we are reading because we do not have to stop and think about "sounding out" each word, instead we can focus on understanding what the story is about. When we are fluent readers our reading sounds much nicer and smoother. It also allows us to enjoy what we are reading!"
2. Demonstrate a fluent reader and a non-fluent reader. "Listen to me as I read a page from the book The Missing Snake. This is how a strong reader would read this sentence, Mmmmy nnaaaammme iiiissss JJJaaannne. I ccaan tttaaake the cccaaassse. . (Read one sentence from the book) (The first time read the sentence very slowly, without expression, and choppy.) Now I am going to read the same page from The Missing Snake again.. (Read the sentence slowly and without expression). How do you feel about how I read that sentence? Does it make you want to listen to me read the whole story? This time I am going to read like a fluent reader. (This time read the text faster, with ease, and expression.) That it what a fluent reader sounds like. I read the text quickly, smoothly, and with expression, I tried not to pause throughout my reading and tried to keep you interested in what I am reading to you. Our goal is for everyone to be a fluent reader."
3. Explain to students that they are going to be
repeated readings. "To
help make you a more fluent reader,
we are going to practice by doing repeated readings. I am going to
with a partner and then you and your partner will take turns
reading. I am going to give each pair of you a sentence on a
of paper. I want each of you to read the sentence aloud to your
partner. Don't worry if you are not reading like you think a
should read the first time, by doing repeated readings and hearing your
read you will get better each time. . By the end, you will be
more fluently because you are familiar with the words and you will not
concentrating on decoding each word." Pass out to each group a
strip with the sentence "The little green frog hopped off the lily pad
to catch a fly". Pairs will be given a few minutes to take turns
the sentences. When the teacher sees that each pair has had
practice then move to the next part of the lesson, connecting the
4. Explain to the students that they are going to be doing one minute reads. "Now we are going to practice reading in order to become more fluent in another way, a one minute read. Each pair will be reading the book Days with Frog and Toad. Frog and Toad are very good friends and they like to do fun things together. Sometimes Frog and Toad get into some mischief while they are having fun. I want you to read the book to find out what kind of mischief and fun things Frog and Toad do together. I am going to give you a copy of the book, a stopwatch and a sheet to record how many words that your partner reads. While one person is reading their partner will be timing them. The reader should read as many words as they can. The reader will read for one minute four times. After each one minute, the timer will write down the number of words the reader reads. After the first person reads four times then switch and let your partner do the same thing. When we are finished I will give each of you a frog and you will put your highest number of words on it an put it on the lily pad that is closest to the number of words you read. Your goal is to get as close to the fly as you can by the end of your four readings. I will be walking around the room. If you need help, just raise your hand
Assessment: As the pairs of students are doing their one minute reads the teacher will circulate among the pairs and assess their progress. Students should demonstrate increasing fluency as they do more repeated readings. After the students have finished the activities the teacher will continue to do two one minute reads with each student individually to assess all aspects of fluency.
Katie Olk, Hop Into Fluency http://www.auburn.edu/academic/education/reading_genie/voyages/olkgf.html
Lobel, Arnold. Days with Frog and Toad. Harper Collins Children's Books, 1984.
Phonics Readers-Long Vowels: The Missing Snake Scott Foresman, 2008
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