Reading, Reading and more Reading
Kesha Floyd
Rationale: Children will learn to enjoy reading as
they practice their reading skills over and over. Children will
to
able to comprehend and enjoy texts through assisted and repeated
readings.
As children read a text over and over the automatically of the
children’s
words recognition increases assisted reading will allow students to
read
material they couldn’t read before with the help of a fluent reader.
Once
children master their reading skills they will begin to enjoy reading.
Materials: an appropriate books that every student
has a copy of. A book for the teacher, a chart with all the
students
names on it and a column with four different dates at the top, and
sheet
of paper for every student to be able to do a fluently reading chart.
Procedure:
1. I would start the lesson by explaining that reading can be fun if it
is easy to read and you can comprehend the text. I would also explain
to
become fluent in reading you must practice and sometimes you need some
assistance from a fluent reader.
2.
Hen
I would read the passage that I have. I would first read it not very
fluent
and then read it fluently. I would ask the students which one did I
read
fluent. I would hope they answer the second one.
3.Then
I would have the students open their books (I Can Read) that on their
desk.
I would have them pick a partner. Then I would have the students count
how many words the reader could read in one minute; I would time them
for
one minute. After one minute, I would have the counter go put how many
words the reader read in one minute. We would probably do this lesson
more
than once, so they could put the number of words under the correct
date.
This would be a good progress chart for the students. Then the roles
would
switch. Then the other students would read for one minute would hope
that
they read 85 or more words a minute.
4.
I
would pair up more fluent reader with none fluent readers.
We
will
read the same book as before. I would have the fluent reader to do a
reading
chart. The students will read the whole book.
5.
Then
I will have the older children do a fluently chart on the fluent
readers
while the none- fluent reader got to choose a book to read to
themselves.
References:
Eldredge, loyd. “Teaching Decoding in a holistic classroom,” New
Jersey:
Prentice Hall. 1995
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