The Fluency Buzz
Fluency Lesson Plan
By: Pamela Gaddis
Rationale: To become a successful reader, students must learn to read fluently. This lesson will provide students with techniques for becoming a more fluent reader as well as provide them with repeated reading practice and partner feedback to help them increase their fluency level. By becoming a fluent reader a child increases his or her comprehension of text.
Materials: Chart paper, Markers, Pencils
Partner assessment sheet for each student: Did my partner read faster the third time? Did my partner read with expression? How many words did my partner read the second time? How many words did my partner read the third time?
Copy of Fuzz and the Buzz for each student by Shelia Cushman and published by Educational Insights in 1990.
Assessment Page: Fluency ratings; read smoothly, quickly, expressively, stopped frequently and miscue notes. Comprehension questions: Who is Fuzz? What does Fuzz do to get away from the bugs? What would you do?
2. Modeling fluent reading: Using chart paper, write the sentence: Ed took a nap. Begin by reading the sentence as a beginning reader. Remember to start with vowels when you are decoding then add the front and the back of the word. Edddd ttt-oo-kkk a nnn-aaa-ppp. Now that I have read the words and figured out the ones I did not know I am going to reread the sentence. Reread the sentence smoothly as a fluent reader, Ed took a nap. Since I have seen the words before and I have decoded them I am able to read the words in the sentence with less difficulty. This is why we read books over and over in our class. The more times you read it, the better and faster you can read it. When someone is making a speech in front of the whole school, they read their speech over and over. They have to practice a lot in order to be good.
Assessment: To start I will review the students progress chart that they filled out while sitting with their partner. I will pull any students having trouble reading Fuzz and the Buzz and they will read to me. As the student reads I will make fluency notes about how they are reading like if they read smoothly, read with expression or stopped rarely. Individual assessments will require me to ask the students questions to test comprehension of the story.
Question: Who was Fuzz trying to get away from? What did Fuzz do to escape?
Cushman, S (1990). Fuzz and the Buzz.
Ashley Keel-Read, Read, Red Dog!
Yopp, H.K.&Yopp, R.H. (2000) Supporting Phonemic Awareness Development in the Classroom. The Reading Teacher, p. 54, 130-143.
Return to the Solution Index.