Flowing With Fun Words!


Growing Independence and Fluency

Allison Sanders

 

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? Reading with fluency will help the students to read smoothly, quickly, and will understand the text.  Today class, we will learn how to read faster and smoothly, and the word for this is called fluency.  We want to be able to read fast like water flowing down the waterfall. 

 

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!  Reading with fluency will make it easier for you to understand the meaning of the text and you are not having to just focus on what each word says.  Reading will be so much more fun!

 

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 Reading Fluency

 

                   Rosko, Natasha Flowing Down the Fluency River

Return to Sightings Index.