Slither into Reading with Snakes
Growing Independence and Fluency
Rationale: Reading fluency plays a very important role in a child���s reading development and success. A child is considered a fluent reader when they are able to recognize words automatically, and with ease. This lesson is designed to help students increase their fluency by reading and rereading text to become familiar with it. Children will be able to recognize the importance of being a fluent reader. They will see how much easier it is to gain meaning and understanding from what they are reading when they don���t have to struggle to pronounce each word.
Dry erase board and markers
A copy of Great Snakes for each student.
Timer or stopwatch for each group.
1. Class today we will be learning how to become for fluent readers. A fluent reader is someone who knows words when they see them. The more fluent readers we are, the better we will understand what we read because we won���t have to stop to sound out words! Today we are going to be reading and rereading the book Great Snakes. When we reread a book it helps us to become familiar with the book. This helps us read the book more fluently.
2. Well I am going to show you. Look at the sentence I have written on the dry erase board. (Sentence written on dry erase board ���Snakes eat bugs and rats and fish.) Snnnaaakkkeees eeeat buuugggs and raats annndd fish. Do you think I read that fluently or not? That���s right; I did not read that sentence fluently. Now listen as I read the sentence again. Snakes eat bugs and rats and fish. Now doesn���t that sound better! Can everyone hear the difference in the way I read the sentence the first time and the way I read it the second time? The second time I read it smoothly and with expression like a fluent reader.
3. Today we are going to read Great Snakes. This book is all about snakes. It will teach you all kinds of interesting stuff about snakes. For example did you know that a snake can eat a crocodile? We are going to find out more interesting facts about snakes when we read this book. Don���t forget, that if you come to a word you don���t know, it's ok. Take your time and sound out the word, cross check to make sure it fits in the sentence, and re-read the sentence to make sure you can understand its meaning.
4.have been chosen I will hand out a fluency chart and stopwatch to each group. I will explain to the students how to use the checklists and give them a set time of one minute to read to each other. I will make sure students understand that when they are not reading they should be following along in the story with their partner so they will be able to make the proper marks on their checklists. They will also have to count how many words their partner read in one minute and write it on their checklist.
Click here to return to solutions:
I will have the students re-read a portion of the book to me, and compare my findings with the checklists given to me from their partner. This will help me determine what reading level the student is on, and what steps I need to take to move them to the next reading level.
Robinson, Faye (1996). Great Snakes. New York: Scholastic
Pickelsimer,Caitlin(2009) Fluent Reading with Frog and Toad
Blevins, Hanna Lane(2009) Amphibian Friends