DON'T LET THE PIGEON DRIVE THE BUS!
Growing
Independence and Fluency
By:
Jenni Prescott
RATIONALE:
Once
children have learned how to decode text, the next step is for them to
learn how to read fluently and with expression. In order for students
to become fluent readers they must read decodable text multiple times.
Rereading texts allows for students to become familiar with the
text, which in turns helps them read it more fluently and comprehend
the story better.
Once a student can read fluently, they can add expression, which
also helps them understand the text better.
This lesson focuses on students developing the skills to read
more fluently and also helps them learn to read with expression.
MATERIALS:
Don't
Let the Pigeon Drive the Bus!
Mo Williams, c.2003
White
board with sentence "Don't let the pigeon drive the bus" written
on it.
Pencils for each student
timer
cards
with ?, !, .
Cover-up
critters for each student (Popsicle stick with googly-eyes on, allows
student to cover parts of word)
One
copy per child of Kite Day at Pine Lake by
Shelia Cushman and Rona Kornblum c.1990. (or any other decodable text
children will be able to read)
Punctuation
worksheet (in resources)
Assessment checklist given by the teach to check speed, smoothness, and fluency. The checklist will contain the following information:
-How
many word the child read in one minute?
-How
many words the
child read accurately?
-What
were the words
the child struggled with?
Checklist
given to each child to evaluate partner on how to evaluate reader.
PROCEDURE:
Have
students come sit on floor in front of you. 'Good morning boys and
girls. How are you today."(This should be read with no expression.)
"Did anyone notice a difference in my voice when I just greeted you?
How did it sound? Was it fun to listen too or was it kind of
boring? Well I did that to show you why it is important to speak and
read with expression.
Today we are going to be learning not only about how to read
with expression but also how to read more fluently. What I mean by that
is I am going to help learn to read quicker, smoother, and with more
expression!"
Take questions on the matter.
"I want everyone to look up on the board. I am going to read this sentence one time through, like it is my first time ever reading it, ready. D-D-o-on-t l-l-e-e-t th-e p-pi-pig-pig-eon d-d-r-iv-e th-e b-b-u-s. Was that fun to listen too? It was really slow and choppy wasn't it? Now I am going to read it faster. Don't let the pigeon drive the bus. Was that easier and more enjoyable to listen too? By listening to those two sentences can you see why it is important to read fluently? I was able to read faster and smoother because I have practiced a lot and know the words. We need you to practice in order to get better. Practice is the only way to get better! Just like you practice a musical instrument or practice playing a sport. Every time you do it, you get better. The same with reading!"
"We
also need to read with expression to help us understand the story we
are reading. Let us review our punctuation
marks. Raise your hand if you know what
this is?(hold up card with a period). What does this indicate, or tell
you what to do? Good, it tells you to stop at the sentence, and it
usually is read with just a normal voice.
What about this card? (hold up card with a ?) What does it
indicate? Good, this question mark means that the sentence is asking
a question. And we must change our voice a little to show this while we
are reading out loud.(Give example of how you change your voice and
ask a question.)
Now does anyone know what this is? (hold up ! card) What do
you do when you see this? Great! You read with excitement, either
happy, scared, nervous. Any other expressions you can read with?"
"Ok, let's practice putting punctuation marks behind this sentence on the board. I already read "Don't let the pigeon drive the bus." to you. Now I want to say this sentence with A LOT of excitement. What mark would I put? ___ why don't you come up here and put the exclamation mark at the end of sentence. What if I said this as a question. What mark would I use? Very good, _____ why don' you go put the ? on the board."
"Now that we have reviewed these punctuation marks I"m going to read you a story with a lot of expression. "Don't Let the Pigeon Drive the Bus!" is about a little pigeon who very badly wants to drive a bus. He asks you, the reader, to give him permission. Do you think the reader gives him permission to drive? Well, let's read on to see! Pay attention to how I change my voice and read very smoothly, you all will be readers like this very soon!" (Read "Don't Let the Pigeon Drive the Bus!") Did you like this book? Why did you like it? Did I read it well where you could understand it but it also had a lot of expression?"
"Now
I am going to place you in pairs and I want you to read to each other
Kite Day at Pine Lake. Has anyone ever flown a kite
before? Flying kites is so much fun to me! This book is a story about
children who love to fly kites.
They have kites of all shapes, sizes, and colors! One child is
upset though because he does not have a kite. I wonder what will happen.
Let's read and find out! First everyone needs to read it to
themselves.
Each of you will have this check list. While one of you reads
the other is going to evaluate. (Explain how check list works to
students. If they read like the animal then the child gets a check.)
You will each take turns, I want you to read it 3 times! I know it
sounds like a lot, but I think you will all be surprised at the
difference between your first and third reading. (teacher puts students
in pairs) I am going to walk around to make sure everyone is doing
okay. Remember if you get stuck on a word you can always use your cover
up critter to help you decode the word. (Coverup critters are used to
help decode a word. Start with the vowel. Then move to the letters
before the vowel, blend them together. Then put the letter after the
vowel all together.
This should help a student decode a word.) Please begin reading
silently now and then once both of you have read through silently,
began reading aloud.
ASSESSMENT:
After
each group has finished reading and filling out their checklist they
will let the teacher know. The teacher
will then have children individually come up to the desk and they will
read.
Teacher will assess the student on his fluency.
The checklist will contain the following information: how many
words the child read in one minute, how many words the child read
accurately, what words the child struggled with. By
doing this, teacher will know the areas that the child is having
difficulties on.
While
teacher is doing assessment, students will finish their checklist and
began working on a worksheet that'll help them with their punctuation
endings. If student finishes all this work, he may read the decodable
books at his table silently.
REFERENCES:
1.
Punctuation Worksheet
http://www.superteacherworksheehttp://www.superteacherworksheets.com/punctuation/punctuation-end.pdfts.com/punctuation/punctuation-end.pdf
2.
Up Up and Away With Reading by: Laura Lee Nevins
http://www.auburn.edu/academic/education/reading_genie/projects/nevinsgf.html
Developing
Reading Fluency; Reading Genie
http://www.auburn.edu/academic/education/reading_genie/fluency.html
Don't
Let the Pigeon Drive the Bus!
Mo Williams c. 2003. Hyperion Books for Children/ New York
Kite
Day at Pine Lake.
Shelia
Cushman and Rona Kornblum c.1990