Growing
Independence and Fluency
Leaping Towards Fluency
Rational: When students learn to read fluently they
can have a better understanding of the texts they are reading. Fluent
readers can read words automatically. Readers need practice to become
more fluent. By using one minute reads the students will become better
readers and develop reading fluency.
Materials:
One
Minute Read Chart (for each pair)
Name: ________Date: ____
1st minute:
______
2nd minute:
______
3rd minute:
______
Partner
check- sheet:
Name: _____ Partner:
____ Date: ____
I noticed that my
partner... (check the circle)
After 2nd
after 3rd
(
)
(
)
Remembered more words
(
)
(
)
Read faster
(
)
(
)
Read smoother
(
)
(
)
Read with expression
Stopwatch for each group
pencils
(one for each student)
Chart with frog leaping
across a pond in lily pads (one for each student)
- Frog and Toad are
Friends by Arnold Lobel (1 copy for each student)
Procedure:
1.
Say: ���Today we are going to work on reading our words
fluently. This means that we are going to work on recognizing more
words automatically.
2.
Say: ���Now I will show you how to tell if someone is reading
fluently. Here is an example of a fluent reader (read a sentence from
the board). The frog leaped off his lily pad. See how I read the
sentence without stopping to sound out a word. Now let me show you an
example of someone who can not read fluently (read another sentence
from the board). Tttt-hhh-eee fff-rrr-ooo-ggg lll-ee-aaa--ppp-eee-ddd
off tttt-hh-ee lll-iii-lll-yy pppp-aaa-ddd. She how I had to stop and
decode each word.
3.
Say: ���Sometimes you will have to stop and decode a word. When
that happens you use a cover up to slowly uncover a word. You can also
cross check yourself by rereading the sentence. (You may have to model
cross checking for students.)
4.
Say: ���Now let���s break into groups of two. Each of your will
check your partner���s fluency. You will take turns timing each other
reading a passage from
Frog and Toad are Friends three times. If you are the reader try
to read at a steady pace and smoothly. Your partner will mark each time
you stop and how many words you read correctly. On our frog chart you
will move your frog to the number of words you read correctly. Our goal
is to read all the words in under one minute.��� Be sure that each
student knows how to use the stopwatches and has pencils to mark their
partner���s progress.
5.
Say: ���After both of you have had a turn you will fill out the partner
check sheet. This well help you know what you improved on and areas you
need to work on.
6. To
assess students look over the number of words they read and their
partner check sheet. Have students read individually to you. Make notes
on student���s miscues and fluency. Ask questions at the end of the
reading to check for comprehension.
1.
What is the first word Toad writes on his list?
2.
Who is the friend that Toad goes to see?
3.
What caused Toad to forget what was on his list?
References:
Zooming
Towards Fluency
by Sarah Mobley
http://www.auburn.edu/academic/education/reading_genie/projects/mobleygf.html
Auburn Reading Genie
http://www.auburn.edu/academic/education/reading_genie/
Teacher Vision
http://www.teachervision.fen.com/lesson-plan/reading-comprehension/48700.html