Flowing Through Fluency

Growing Independence and Fluency Lesson Design

Kendra Haywood

Materials:

• Class set of the book, Hot at the Dam
• Stopwatch
• Pencils
• Chalkboard with chalk
• One Minute Record Charts for each student
• Fluency Rubric Charts for each student
• Progress chart for each child

Name:______________________  Date:____________

1st minute: ______

2nd minute: ______

3rd minute: ______

(Fluency Rubric Chart)

Procedures:

2. I will review with the class how to use cover-ups to help them decode words.  "How do we use our cover-up critter to help us decode a word that we might not know? (I will write the word 'flash' on the board).  That's right.  We start with the vowel which is /a/.  We cover up everything after the letter a including the letter a.  We will look at the letters before the letter a, which is fl.  We will blend these two letters together to get fl.  Then we add the letter a, fla.  Then we cover the first 3 letters up and blend the last letters together, and say sh.  Then we start from the beginning and put everything together. /f/ /l/ /a/ /sh/.

3. "When becoming fluent readers, we cannot just focus on reading fast.  When we read a sentence, we make sure we crosscheck to make sure the sentence makes sense that we are reading.  (I will write this sentence on the board: He sleeps on the bed.) For example, if I read this sentence like this: "He sleeps on the bead", then I could use my crosschecking skills to determine if the sentence makes sense.  I know that you don't sleep on a bead, you sleep on a bed.  I know now that my reading doesn't make sense, so I will reread the sentence again correctly like this: "He sleeps on the bed."

4. I will pass out to the class the book, Hot at the Dam.  I will also hand out the One Minute Record Chart and the Fluency Recorder Chart. I will give a book talk from the book, Hot at the Dam. "Pam and Pat run to the dam. Pam and Pat's friends hop to the dam. When they get to the dam, they are so hot! What should they do? Well, you will have to read the book to find out!"

6. I will allow the students to read over the book one time.  After both students have read over the book at least one time, I will have them fill out a Fluency Rubric of their partners.  The "recorder" will allow the "reader" to read over the book and after the "reader" is done reading the entire book, they will fill out the first part of the fluency rubric.  The partners will switch positions and the process will be repeated.

7. After each student has read the book 2 times, I will have them repeat the process again and read the book for the third time.  The partners will fill out the second part of the fluency rubrics.  I will have an open discussion with the class on how they thought they improved from reading the book more than once with their partner.

8. I will collect all of the One Minute Record Charts and the Fluency Rubrics.  I will assess the students understanding by having each student read a passage, of about 60 words, to me in the reading center out of the book, Hot at the Dam. I will check the students' fluency by using a one minute record sheet.  I will check the students' comprehension by asking them questions about the reading.  While the one student is doing a one minute read with me, the rest of the class will be practicing their fluency by reading a book while sitting at their desk.

Reference:

Angel, Veronica. Hot at the Dam