Ride Your
Way To Fluency
Growing
By: Alexis Ogubie
Rationale:
The
goal of fluency is for students to be able to read with automatic word
recognition. As students read and reread, they are
able to add words into their sight vocabulary. Through
repeated readings more words are learned, students are better able to
comprehend what they have read and words are read with greater
expression and interest. This lesson is designed to give
students repeated readings of texts in order to become more fluent
readers. In addition, it will help the students to understand the
importance of automatic, fluent reading
Materials:
Speed
Reading Record:
Name:
_________________________
Date: ___________
Time:
- After 1st read
_______
- After 2nd
read
_______
- After 3rd
read
_______
Partner
check- sheet:
Name: ________ Partner:
______________ Date: _________
I noticed that my partner...
(check the circle)
After 2nd
after 3rd
(
)
(
)
Remembered more words
(
)
(
)
Read faster
(
)
(
)
Read smoother
(
)
(
)
Read with expression
Procedure:
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.
In addition, they must remember what they have read in order to
interpret the meaning of the text. Today we are going to
practice reading with speed and accuracy, this helps us become more
fluent readers. It is important that we learn to read fluently so
that we can read things easily and with an appropriate speed, this
allows us to be able to focus on the meaning of the words we are
reading. Reading a story many times helps us to become fluent
readers. Today we are going to read a story many times and each
time you read I want you to try to read faster.
2.
Explain to the students the cover-up strategy that they can use while
reading. Class, do you remember when we talked about what we
do when we get to a word that we do not know? A way to
figure out the word is to use your cover-up critter. Write
the word splint on the board. Using my cover-up critter,
I am going to model how to decode a word. If I do not
know what this word is, this is what I would... I cover up everything
but the i, (cover up all
other letters). Cover up all
the letters except the i and sound out the short i=/i/
sound. Then I am going to look at the letters leading up to
the vowel, spl =/spl/. Lastly, I would look at the end of
my word and blend the last sounds with my chunk. So /n/ and /t/ plus
/spl/ reads splint Now when you come across a tough word, you can
use your cover- up critter.
3.
Now, I am going to model fluent reading. I am going to write the
following sentence on the board: ''The sun was shining as I rode my
bike.'' Now, I want you to listen to me model the way
that a fluent reader should read. When you read with fluency, you
put together chunks of sentences and read with expression. I am going
to write the same sentence on the board so that you can follow along
with me. The first time, I will read it slowly, without
fluency, ''The-sun-was-shining-as-I -rode-my-bike.'' I will ask the
children if that sounded like the way a fluent reader would
read. They should recognize that it was hard to understand and
very choppy. Then, I will reread the sentence in a smooth, expressive
manner, ''The animals at the zoo scared the children!'' Then, I
will explain to the students that the reason it was hard to understand
the non-fluent sentence is because the words were all chopped up and
did not flow together to make sense. When I read with fluency, my
reading became fluent because I was able to automatically recognize the
words and read them immediately. I am able to read more fluently by
practicing and reading and rereading. This helps
one become quicker so that they can read with more expression.
4.
Now, I am going to give each student a copy of the book The Bike
Ride. They will each get to read it by themselves before
coming together with a partner for timed readings. This story
is about Nate who has been visiting Tim and Jan but lately, he
is not much fun. Can Tim and Jan come up with a plan to get their
friend away from the television? We will, read to find out.
After the students finish reading, we will discuss the
events of the story.
5.
Next, the students will break up into partners and I will give each
group a stopwatch and each child a Partner Check -Sheet and Speed
Reading Record. Each child will read the book three times.
The listener will time each reading and give a report after the second
and third readings. They will record the times of each reading on
the Speed Reading Record. The reports are always complementary
and do not put down a child. No criticism or advice is
allowed. The child simply marks on the evaluation sheet. With
your partner, you will read the book three times. Your partner
will time each reading and record the time on your Speed
Assessment:
The
students will each bring me their Speed Reading Record and partner
checklist. I will perform one-minute reads with each child to check for
fluency and accuracy, noting their miscues. The one-minute reads
will let me see how many words the child is reading a minute as well as
how much automaticity is developed. Finally, I will ask a few
comprehension questions to ensure that they did not speed read through
the material and to see that they actually understood the story.
Resources:
Murray,
Bruce. Developing
http://www.auburn.edu/academic/education/reading_genie/fluency.html
The
Bike Ride
by Geri Murray
White,
Amy. 1-2-3 Go
http://www.auburn.edu/academic/education/reading_genie/odysseys/whitegf.html
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