Independence and Fluency
important part of learning to read.
spend so much of their effort trying to decode the words that they do
much time comprehending what they read. These readers need to
fluency, which is the ability to recognize words accurately and
Fluent readers use less of their time decoding, leaving more time to
comprehension. This lesson will help students become more fluent
repeated readings of text. Students will be working with partners
them learn different decoding strategies from their peers and to get
order to become
faster readers who read with more expression, one must develop fluency
reading. Fluent reading is the ability to recognize words
being able to read them easily. Fluent reading is important in
silent reading skills as well as a child’s overall reading success. The
of this particular lesson is to offer repetitive readings of texts for
so that they become more fluent readers, and to help students
significant fluent reading is.
Reading Record for
check sheet for
Watches - one for
each pair of students
Day at Pine Lake
After 1st read
Check Sheet for
students to assess their partner’s fluency:
I listened to
my partner read:
1. Remembered more
4. Read with
1. Explain to
students what being a fluent
reader means. Class,
it is important that we learn to read
with speed so that we can read things quickly and easily. Reading
a story over
and over again will help us all to become more fluent readers.
will then ask what they think fluency means, and we will discuss its
and its importance as a class. Today we are going to read a story
so that each of us will become more fluent readers. I think every one
set a goal to read faster each time we read a book.
the students about the using their cover-ups so that the students can
strategy while reading. Remember whenever you come across
words while reading, you can use your cover-up to help you figure out
word is. I will write the word bridge on the board, and model
how to use
the cover-up by decoding this word just to give them an example.
come across a difficult word, use your cover-up to help you sound the
I will cover up all the letters except the and pronounce the
the short i=/i/. Then I am going to uncover the letters one at a
leading up to the vowel, b=/b/, r=/r/, and dge =/j/. Notice that these
sounds together make the /j/ sound. Then I will start at the beginning
them, b-b-r-r=/br/ now add the /i/ sound, b-r-i-i, now put the /j/
sound on the
end. B-r-i-d-g-e! good!
a fluent and non-fluent
I am going to model fluent reading. I am going to write
the following sentence on the board: I like to lick my yummy ice-cream
Listen closely as I read this sentence to you. At first I am
read it slowly without fluency. I ... like ... to ... lick ... my
...yummy ice ...cream ... cone. I like ... to lick... my
... cream cone. I like to lick... my...yummy ice-cream cone. In order
better at reading this sentence, I’ll need to read it again and again.
this repetitively will help me read quicker so that I can read with
expression. Now I will show you how to read it faster with
fluency: I like
to lick my yummy ice-cream cone. Does this sound better to you
talk quicker and is it easier to understand? It is much easier for
listen when something is read fluently and quickly. It is boring if a
stands up and reads slow and messes up her words. That is why we need
practice reading fluently and quickly. When we read to each other, we
to be easy to listen to so that we can focus on the meaning of the
4. Explain to
that they are going to be doing repeated readings.
I will pass out the book Kite Day at Pine Lake to each
student. Has anyone ever flown a kite before? Yes, me
too! This book
is a story about a bunch of children that love to fly kites. They have
all shapes, sizes, and colors. Bob is upset because he does not have a
wonder what will happen. Do you think the kids will make Bob a kite?
you think will happen? Let’s read and find out! Students will read the
their own. Afterwards, we will discuss the story as a class and ask
to see their comprehension and understanding of the text. They will
each have a
chance to read it by themselves before reading it aloud with a partner
5. Explain to
the students that they are going to be doing
one minute reads. Next,
I am going to split the students up into
groups of 2. I will explain to the students about the Speed Reading
Sheet and Fluency Literacy Rubric. When you break into pairs, one of
be the reader and the other will be the recorder. The reader will read
for one minute three different times. The recorder will start and stop
watch and will announce when it is the time to begin and end after the
one minute. The recorder will also write down the number of words read
minute on the record sheet. After the reader has read three times, you
swap it up and do the same thing again.
to the students about the Fluency Literacy Sheets.
When students have finished recording the
one minute read aloud, I will have them fill out a Fluency Literacy
their partner. They will check the boxes on how the student performed
on the 2nd
and 3rd times reading the book for one minute.
students will each
bring me their Speed Reading Record and their Partner Checklist. Each
will do one minute reads individually for me so that I can check for
and accuracy. I will also evaluate the reading record and partner
checklist they turned in.
Sheila and Rona
Kornblum. Kite Day at Pine Lake. 1990.
Lloyd. (1995) Teaching Decodable in Holistic Classrooms. Englewood
Cliffs, NJ: Prentice Hall, Inc. pp 122-145.
Developing Reading Fluency
Run Fast, Read Fast! http://www.auburn.edu/academic/education/reading_genie/voyages/stevensgf.html