Up, Up and Away with Fluency
When trying to be a successful reader, it is important that you are able to read fluently. One way to become a fluent reader is to read frequently and repeatedly reread things that you have already read. Through repeated readings, readers can increase their fluency and build their confidence in their own reading abilities. Fluent readers will eventually read with enthusiasm and excitement. This in turn will make the experience more pleasurable for listeners. Being a fluent reader also helps readers with comprehension and understanding of texts. In this lesson I will use repeated one minute reads to help my students read faster to improve their fluency.
-A stopwatch for every pair of students
-Class set of decodable books Red Gets Fed (Educational Insights)
-Fluency time sheets to mark student's scores as seen at bottom of page to turn into me
-A Progress Chart of the sky with number at
-Hot Air Balloon to map progress on the progress
1. I will start the lesson by explaining to students what being a fluent readers means and why it is important that students are fluent readers. "Students, today we are going to begin working on a new special skill for reading, called fluency. This means that we can read a text easily and at an appropriate speed. We also need to have excitement and enthusiasm in our voice so that others can enjoy what we read. Being fluent is important because it helps you become a better reader."
Review- " We are going to review how when we miss a word in a sentence we need to go first finish the sentence and then go back to the beginning and read the entire sentence over again.
2. Tell students we are going be
working to become
fluent readers by practicing timed repeated readings. "Students,
today we will practice repeated readings. This means we will read
passage for one minute. We will stop after one minute and see how
words you have read. We will do this several times and count the
each time. It is important to remember what you read.
3. I will model how to reread a passage from a text. "Students I am going to read a sentence to you several different days. When I have finished, I want you to tell me which way sounds the best." (Read text slow and choppy the first time. The second time read in steadily but with out expression. Finally read the sentence smoothly and with expression.). Ask, "Can you tell how my reading got better each time I read the text? You see each time I read the text I got better. That means each time you read a text you will get better. That is how rereading things make us better readers. Which one sounded best, the first, second, or third way I read?" Then have students practice becoming more fluent readers.
Assessment: To assess my students I will call each student up to me to do a final one minute read. This will individually assess reading fluency. I will also collect the charts from when the students did readings in pairs to assess how they worked with others in the class.
Whitman, Kristen.Quick, Let's Read Fast!!!.
Cushman, S (1990). Red Gets Fed. Carson, CA: Educational Insights
Fluency Time Sheet:
Title of Book: _________________
1st timed reading: ______________
2nd timed reading:______________
3rd timed reading:______________
Name of stopwatch holder: ________________________
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