Fluent readers must read consistently, fluently, accurately, and with
emotion. In order for the students to become fluent readers, we
will work on reading speed by allowing students to listen to the
teacher model how a fluent reader reads and by doing quick reads.
Stopwatches for each pair of students
Race car reading chart for each student (this includes a racecar trying
to make its way down a drag strip. Each time a student reads, you move
the car to the number of words they read in that minute)
A copy of the book Fuzz and the Buzz
for each student
1. Now that we have learned all of our letter correspondences, it is
time to become the best readers we possibly can. In order to be
the best readers, we have to try to make our books sound interesting
and read without pausing very much. This is called expression and
fluency. We are going to try to say all of our words with emotion
and to read them very fast, without messing up.
2. I am going to read you all a sentence in two different ways, I want
you to listen carefully and tell me which sentence sounds the
Read one sentence sounding out each phoneme, short and
choppy, and then read it again in a normal reading voice. The
cccaaattt hhhaaaddd a nnnaaappp iiinnn ttthhheee bbbaaaggg. Now here is
the sentence a second time, The cat had a nap in the bag. I will read
the sentence fluently by blending and articulating each phoneme. Which
sentence sounded best? That's right, the second one did.
That's because I read it the best that I could.
3. We are going to read a book called Fuzz and the Buzz
! This is a
story about a bear cub that gets into mischief and gets stung by a
bunch of bees! Let's read and find out how gets out of the sticky
situation! Allow each student to read the book to themselves.
4. Now, we are going to try to read this book even better and
faster. We are going to do something called quick reads. We
will read for a minute. After we do that, we will count all of
the words we read in that minute. Then, we will move our racecar
on our chart to that number of words. We are going to try to get
our race care all the way to the end of the drag strip. Model for
the children by setting a timer and reading for a minute. Then,
count the words and move your car accordingly.
5. Put the students in pairs and allow them to read while a partner
times for a minute. They will then count the words and move the
cars. Each reader will do this 4 times.
6. Assess the students by recording their first reading and comparing
it with their last reading. The students should have been able to
read more words per minute during the last read.
Cushman, S (1990). Fuzz and the Buzz. Carson, CA:
Wright, Madelyn. Race for Reading.
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