Racing
Monkeys
Rationale
:
In
order for students to become successful readers they must learn to read
fluently. Children demonstrate fluency when they read words
automatically. When
reading is automatic, it becomes more appealing and children are able
to read
expressively, and faster. This enables them to read on their own which
is twice
as fast as reading aloud. In order to achieve fluency students must
read and
reread decodable words in connected text. In this lesson children will
learn to
read fluently by reading a short poem from Where The Sidewalk Ends
by Shel Silverstine, and timming themselves. Students should be looking
for speed not accuracy.
Materials:
Fluency
Chart (one per two students)
Where
The Sidewalk Ends by Shel
Silverstine
(one per two students)
One
stop watch per group
pencils
Procedures:
1.
Explain
the purpose of the lesson to the students. "Today
we are going to learn how to become more fluent readers. Fluent readers
and
readers who can read words automatically and they do it with lots of
expression
in their voices. Fluent readers can read like you would talk. When we
become
fluent readers it is much easier and fun to read because we don't get
distracted by stopping as often. If you read the same story over and
over, you
will learn the story and be able to read the words automatically, or
fluently.
Today, we will read the same passages over and over with a partner in
order to
become a more fluent reader. "
2.
On
the board or overhead, write the following
sentence: The monkey climbs to the top of the tree. "I am going to read
this sentence like a kindergartner, with no fluency." Model reading the
sentence
as a reader without fluency would, stopping at every word and
exaggerating
every phoneme. "Now I am going to read this sentence like a super smart
1st
or 2nd grader would, with fluency!" Model reading the
sentence
with heightened expression, smoothly, and without stopping between
words. "Who
noticed a difference in the way I read the sentence? Which was easier
to
understand? Which was faster? Very good! The sentence I read the second
time
was best."
3.
"Now
its your turn to practice the sentence."
Children should practice reading the sentence until they read it
fluently.
Provide a few other sentences for students for extra practice.
4.
Break
students off into pairs and pass out a copy of
Shel Silverstine's Where The
Sidewalk Ends and one fluency chart to each
group. "I want you to each take turns reading a passage of your choice
out
of this collection of poems. While one is reading, the other should be
taking
time. If you are the reader, I want you to try are read as expressively
and
smoothly as possible. The timer/recorder will record how many words you
get
write in one minute. You will then be timed again and reread the
passage. Check
and see if you can improve your score each time. When you are done with
four
trials, switch and allow the recorder to read.
5.
Model
reading a passage from the poems. First, read it
slowly, and mundane. Get faster and smoother with each reading to
demonstrate
how the students will read and understand the text better as they
continue.
6.
Assessment:
Have students come to you for a one on one
reading from the book. Allow students to show you the passage they
worked on,
and have them show you their chart. Ask them how they improved, did
they
understand the poem the first time they read it, or as they continued
to
practice it.
Reference
:
Lincoln,
Katie "Buzz, Buzz, Buzz!" http://www.auburn.edu/academic/education/reading_genie/invent/lincolngf.html
Where
The Sidewalk Endsby Shel Silverstine
http://www.shelsilverstein.com/indexSite.html