Speeding with Fluency
Growing Independence and Fluency
Rational: In order for children to
become successful, independent readers, they must develop fluency. As
children start reading more fluently, they tend to read faster, and
show expression as they read. Fluent reading is reading in which words
are recognized automatically. Fluency also helps children to begin to
read silently. For fluency to occur, children must read and reread
words in decodable books. In this lesson, students will become more
fluent readers by repeated readings and partner readings.
Materials:
Nat the Cat book (copies for each
student)
Pencils
Timer
for I min. readings
One
Minute Reading Chart (copies for each student)
Fluency
Chart (copies for each student)
Dry
erase board and marker
Track
students reading on Story Mountain Chart (record each student's 3rd
reading time done by teacher)
Fluency Rubric
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Name: |
Date: |
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After 2nd Reading |
After 3rd Reading |
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Read Faster: |
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Read Smoother: |
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Used Expression: |
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Remembered more words: |
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One Minute Chart Reading: |
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Name:
Date: |
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1st minute: |
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2nd minute: |
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3rd minute: |
Teacher will record
words each student read per minute.
Procedures:
1.
I will start the lesson by explaining to
the students how important it is to become a fluent reader. I will
first ask the students if they know what a fluent reader is. I will
then explain to them that a fluent reader reads smooth, fast, and with
expression. When you read fluently, you don't have to stop to sound a
word out because you will recognize it instantly. In order for us to
become fluent readers, we must read a book and reread it again.
2.
I will write a sentence on the board and
review decoding strategies with the class. Jan ran up the steps. Raise
your hand if you can tell me what to do if I can't read a word. Yes.
That is correct. We use a cover-up with our critter. (Model reading
sentence and how to use cover-up) Jan ran up the st.
First we start with the vowel which is e, and then we
look at the letters before e, which is st.
Then put the letters together to become ste. Now we
cover the first two letters leaving e uncovered and
then the last two letters
ps and now say eps. Now put everything together
and you have /s/ /t/ /e/ /p/ /s/.
3.
Have the students to read the sentence
again. Explain to students that we now recognize all of the words in
the sentence, we will read it again to help us become fluent readers.
Read it together with me. (Students and teacher modeling fluent
reading.)
4.
Now I will read a sentence to show you how
a fluent reader reads with expression. (Model with expression) The
picture was
beautifully
painted
red and
gold.
Now, I want you to listen to two sentences and tell me which one
is read with expression. 1st We saw a shaggy mean dog bite
another dog. 2nd We saw a shaggy
mean dog
bite another
dog. Very good.
The second sentence was expressed nicely.
5.
I will now pass the book,
Nat the Cat to class. I will also give each student a
One Minute Read Chart. (Divide the students into pairs) Today you are
going to read Nat the Cat. Nat is a black that is glad she had some
milk. Nat becomes sad when she drinks all of her milk. What does Nat do
to become glad again? You will have to read the book to find out.
6.
You and your partner will read to each
other and practice reading with fluency. I will explain to the students
that one person will be the reader and the other person will be the
timer. (Pass out timer to each pair). The person who is timing will
tell the reader when to start and stop reading. The timer will also
record how many words the reader read in 1st min, 2nd
min, and 3rd min.
The reader will have three chances to reach the top of Story
Mountain. The partners will switch places and do exactly what the other
person did.
7.
After the timed readings, I will pass out
the fluency charts and have each student to fill out a chart on their
partners. Each student will read the book again 3 times to their
partner, and on the last two readings, the partner will fill out the
Fluency Chart. (Partners take turns filling out Fluency charts and
rereading). I will ask students questions on how their reading improved.
Assessment:
I
will collect the One Minute Reading Charts and Fluency Charts. I will
assess the students by having each student read to me several pages
during centers. I will record the student's reading on my Story
Mountain track sheet.
Resources:
Murray,
Dr. Bruce. How to Develop Reading Fluency.
http://www.auburn.edu/academic/education/reading_genie/fluency.html
Nat
the Cat. Garrett, Cindy. 2009
Clark,
Amber: Flying with Fluency
http:///www.auburn.edu/academic/education/reading_genie/sightings/clarkgf.html