Speeding with Fluency

 

 

 

Cindy Garrett

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

Name:

Date:

 

 

After 2nd Reading

After 3rd Reading

Read Faster:

 

 

Read Smoother:

 

 

Used Expression:

 

 

Remembered more words:

 

 

 

 

One Minute Chart Reading:

Name:                                                                    Date:

1st minute:

2nd minute:

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

http://www.auburn.edu/academic/education/reading_genie/teacherbooks/NattheCat.docx

http://www.auburn.edu/academic/education/reading_genie/teacherbooks.html

Clark, Amber: Flying with Fluency

http:///www.auburn.edu/academic/education/reading_genie/sightings/clarkgf.html

 

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