It’s a Fluency Party!

Growing Independence and Fluency

Rationale: One of the primary goals of reading instruction is for students to comprehend the text and to read automatically. In order for students to become fluent readers, they must be able to read words quickly, smoothly, and with expression. In order for students to increase their automaticity they will need to practice reading and rereading text. Reading practice among students will result in their increased reading achievement/ fluency. This lesson is designed to give students repeated readings of texts in order to become more fluent readers. It is also designed for them to have not only teacher/student help but peer help as well.

Materials:

- Speed Reading Record (shown below)

- Partner Check-sheet (shown below)

- Critter Cover-ups- Popsicle with eyes to represent a little critter

- Stop watches

- Pencils with students

- Whiteboard

- Copies of book, The Barn Party

Name: _________________________            Date: ___________

Time:

Partner check- sheet:

Name: ________ Partner: ______________ Date: _________

I noticed that my partner... (Check the circle)

After 2nd           after 3rd

( )                     ( )                     Remembered more words

( )                     ( )                     Read faster

( )                     ( )                     Read smoother

( )                     ( )                     Read with expression

Procedure:

2. I will then go over the cover-up technique with the students. I will remind them how we use or critter cover-up and how it helps us decode words we do not know. I will write the word chicks on the board.  Using my cover-up critter, I am going to model how to decode a word. "If I do not know what this word is, this is what I would... I cover up everything but the i, (cover up all other letters)."  Cover up all the letters except the i and sound out the short i=/i/ sound.  “Then I am going to look at the letters leading up to the vowel, ch=/ch/. "Lastly, I would look at the end of my word and blend the last sounds with my chunk. So ck=ck, so with ch-i-ck you read chick. "Now when you come across a tough word, you can use your cover- up critter."

4. Now, I am going to give each student a copy of the book, The Barn Party. They will each read it once through and then get partners for a time reading. "This book is about how Nate has been visiting Tim and Jan but lately, he is not much fun.  Can Tim and Jan come up with a plan to get their friend away from the television?" After I give them some motivation to want to find out what happens they will read the book and we will discuss the events of the story.

Assessment:

The students will each bring me their Speed Reading Record and partner checklist. I will perform one-minute reads with each child to check for fluency and accuracy, noting their miscues.  The one-minute reads will let me see how many words the child is reading a minute as well as how much automaticity is developed. Finally, I will ask a few comprehension questions to ensure that they did not speed read through the material and to see that they actually understood the story.

Resources:

The Barn Party by Geri Murray Reading Genie: