Flying to Fluency!

    butterfly

Growing Independence and Fluency

Amber Wright

 

Rationale: The goal of reading instruction is to get children to read fluently.  Reading fluently is when words are recognized easily and automatically.  Once fluent reading is accomplished, comprehension becomes easier and students can begin to work on their silent reading capability.  This lesson will allow students to perform repeated readings in the hopes of becoming fluent readers.   

Materials:

Speed reading sheet
Partner check sheet
Pencils
Stop watches for each pair of students
Dry erase marker
Laminated butterfly WPM sheet (butterflies will have Velcro on them, and the laminated poster will have Velcro on it, their will also be numbers on it marking how many WPM students read, as students read more WPM the butterfly goes up the chart and the number where the antenna touches is the number of words they read)
Sentence strips- "James wakes up." and "It will be a good day."
Cover-up critters
Sentence strip with the word plan
Copies for each student of James and the Good Day by Sheila Suchman and Rona Kornblum. c1990.

Speed Reading Record:

       Name:_________________________            Date:___________

                        Time:   

                        - After 1st read            _______

                        - After 2nd read           _______

                        - After 3rd read            _______

 

 

Partner Check Sheet:

When I take note of my partners read, he/she can:

                                                                                    After 2nd           After 3rd

                        1. Remembered more words         _______          _______

                        2. Read faster                                    _______          _______

                        3. Read smoother                            _______          _______

                        4. Read with expression                 _______          _______

 

 

Procedures:

1.      Begin the lesson by letting children know that you will be working on reading fluently. "Boys and girls, can anyone tell me what it means to read fluently? You are absolutely right, it means to read fast where you can read the words automatically.  When we first begin to read, we sometimes stumble over the words, but with lots of practice we can read words easily.  One way we can become better and faster readers is to reread stories over and over again.  That is what we are going to be doing today!

2.      "But first I want us to work on reading some sentences together.  If I were to ask a nonfluent reader to read this sentence (put up sentence strip with the sentence "James wakes up.") they might read it like this JJJJJJJJaaammss wwwwwaaaakkkeeesss up.  But they would probably go back and think that Jams doesn't really make sense. So they would say "Oh, James wakes up!"  They would probably still read it very slow though, maybe even sound like a robot.  But if you were to see this sentence many times, it would get easier and easier and you would read it quickly.  Let's read this sentence quickly and fluently as a class. "James wakes up." Good job!  Now what about this sentence? (put up sentence strip of "It will be a good day.")  A non fluent reader would have to sound out each word and would probably be very slow.  It would sound like this, IIIIt wiiillll be a goooood dddddaaayyy.  We don't want it to sound like that though do we? We want you to read it fast and with lots of expression.  Can someone tell me what that would sound like? (call on student to demonstrate) Great job, I love how you read with expression that time!

3.      Explain to kids that sometimes when we read we come across words that are very difficult.  "Boys and girls, sometimes a very hard word may jump out at us that we don't know how to read when we first see it.  I want to show you an easy way to tell what that word is.  These are called coverup critters, they are going to be your new best friend.  Everyone is going to get one.  Now I want you to listen very carefully, if I showed you this word (put up sentence strip with the word "plan") that word may be very difficult for some people.  You would coverup everything but your vowel.  Your vowel is a so we know it makes the /a/ sound.  Then you would uncover the beginning, p and l sounds like /pl/, add that to your /a/ sound and it gives you /p//l//a/ and then you add your ending, oh that says plan!  That wasn't hard was it? I want you to keep your coverup critters and if you ever come to a hard word you don't know right off the bat, let them help you figure it out.

4.      Next, students will be put in pairs and each child will be given a copy of James and the Good Day.  I will perform a book talk saying that "This book is about a boy named James who wakes up and decides he is going to have a good day! He sails his boat in his bath water but as he's running the water he becomes impatient and walks off.  I wonder if he ends up having a good day? Lets read and find out.

5.      Students will go off to a part of the room with their partner and their books.  I will explain to them that they are going to be given stopwatches to time their partners reading.  We will discuss the Speed Reading Record and the Partner Check Sheet. "Okay class, we are going to be timing ourselves reading.  We are going to each read the story three times and your partner will tell how many words you read each minute and whether or not your read smooth, fast, and with expression.  Remember that reading with expression is when you really get into the story.  Also, every time you read you need to move your butterfly on your chart, so we can see how much you have progressed.  Make sure that the antenna is at the number of words you read.  You may start when you are ready." During this time, the teacher walks around and makes note of how the students are doing.


Assessment:  For assessment, I will individually each child come read the story to me.  I will look at the notes I made about the students when I was walking around and listening to them, I will look at what their partner put down on their sheets and I will note any progress the child has made.  I will have students bring their butterfly posters with them and when they finish reading their story, we will place the butterfly where it needs to be!
 

References:

 Murray, Bruce.  Developing Reading Fluency
 http://www.auburn.edu/academic/education/reading_genie/fluency.html

 Shelton, Andrea.  Quickly, Let's Go Fly a Kite! http://www.auburn.edu/academic/education/reading_genie/encounters/sheltongf.html

 Cadrette, Mallory.  Super Speedy Readers!!  http://www.auburn.edu/academic/education/reading_genie/encounters/cadrettegf.html

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