Growing Independence and Fluency
Flowing With Fun Words!
Growing Independence
and Fluency
Rationale: Students who are able to read fluently can automatically recognize a word. With automatic recognition of words, students are able to read faster, smoothly, and show more expression and character in their reading. Students can relate to the book easily and understand what the main points are. Silent reading is a given sign of reading fluently and comprehending the text. We want to help and facilitate our students with effortless decoding. This lesson plan is made to help students achieve their goals with fluency and automatic word recognition. Silent reading will help the students enhance their reading ability and comprehension.
Materials: pencils for students, check list for each partner, stop watches, mini dry erase board with marker, cover-up critter for book usage, and copy of Is Jo Home? by Sheila Cushman for each partner.
Procedures: I will
introduce the lesson by asking the students how they feel and react
when they
get stuck on a word? Such as, do you get frustrated or upset? Do you
start the
book completely over or do you just put the book down? What can we do
to help
this situation?
2. Sometimes when we get stuck on a word, we get frustrated and want to just give up all together. Remember that this happens to everyone and today we are going to work together to learn these words, rather than stumbling and giving up. We will use our cover-up critters to help us with our speed so we will not slow down or get too fast. I will now write the word “run” on our board and I am going to show you how we use our cover-up critters. If I have trouble with this word, I will cover up all the other letters except for the short u. Next I will look at the words in front of the u. I see r = /r/ like rainbow. Finally I will look at the letter after the short u to comprehend the word. Now we see /n/ like a jet ski on the water. We will now blend the word together using our familiar sounds /r/ /u/ /n/. Very good, the word is RUN!!!
3. Now let’s talk about reading our words smoothly. This is something that you have to really
practice and you may not get it the first time.
It is perfectly ok to not get it the first time because it takes
time
and patience as well. Let me show you
how I read a sentence for the first time on our white board. Jenny jumps into the rushing waterfall. I will read you the sentence and I want you
to listen out carefully. JJJenny jjjumps
iiinto ttthe rrrushing wwwaterfall.
Jenny jumps into the rushing waterfall! That might be a harder
sentence
but you must practice! It will get
easier as you practice reading and it will even be easier to understand!
4. Every student will receive a copy of Is Jo Home? Jo’s puppy is waiting for her to come home from school. He dreams of them playing in the yard, rolling down the hill, and even riding in Jo’s bicycle. Will Jo come home and play with her puppy? Well you will have to read to find out the ending! We will then talk about the book as a class. Did you enjoy the story?
5. I will break the class up into pairs and the pairs will receive a stop watch. Each student will get a fluency check list that contains the words in the book. Each word that the student misses will be marked from the other partner to show what can be worked on for next time. Each student can read as many times as they need to until they feel as though they did their best. Each pair will share with each other on how they did, but it will not be negative in that it will hurt the other child.
Assessment: Each student will turn in their sheet and I will review with each child individually on their performance.
Resources:
Cushman, Sheila Is Jo Home?
Murray,
Bruce Developing
Rosko, Natasha Flowing Down the