Hopping to Fluency
Growing Independence and Fluency
Rationale: When students first start reading, they have to find ways to help them decode words, which takes times. After practice, the students are able to decode words quicker, which allows them to read faster. As they decode words, they are adding wording to their sight vocabulary. Once they have a lot of words in their sight vocabulary, they are then able to read more fluently. It is crucial that students become fluent readers, so they will be able to focus more of their attention while reading to reading comprehension. Repeated readings will helps students build fluency, because they will be reading words automatically.
Copy of Frog and Toad are Friends for each student
Stopwatch for every two children
Lilly Pad Rubric
Die Cut Frogs
1. Explain to students what reading fluency means. When reading a book, it is important for us to read fluently. Reading fluently means reading without having to pause to sound out words, but instead can just read them instantly. Fluent readers also understand what they are reading while they are reading and read with expression. When you read with expression, the tone of your voice changes and you can tell when there are feelings be portrayed in the book.
2. Demonstrate to the students what a fluent and non-fluent reader sounds like. I will read the book Frinklehopper Frog to them. While reading this book, I will read a page and ask them if I read it fluently or not. For example for a non-fluent page I will say, “Ssoooo Fffinnkllee ggg-oo-t h-is h-at and c-ooo-a-t.” Did I read this page fluently or not? For a page that I read fluently I will read it a good reading pace and reading with expression. For example, “He told her he was looking for a really special coat!” I see an exclamation mark at the end of the sentence, so I knew I needed to say that sentence with excitement.
3. Next, I will pass out copies of Frog and Toad are Friends and give a book talk for the book. This book is about two best friends, Frog and Toad. Toad is taking a long winter nap and Frog is waiting for him to wake up, because he wants to go on adventures with Toad. We are going to have to read to find out what types of adventures they go on.
4. Explain to students what they are supposed to be doing during repeated reading. During repeated reading, you will be reading to a partner. You and your partner will take turns reading to each other. While reading to your partner, you will practice reading fluently and with expression. During this time, it is really important that you read fluently to your partner. Now lets turn to the first page of the book. Let’s practice reading this page of the book fluently as a group. Great Job!
5. Next, I will pass out the rubric sheets, frogs, pencil, and checklist. I will tell the students you are going to use the rubric sheet and your frog to help you track your reading progress. You and your partner are going to take turns reading the book fluently to each other. While your partner is reading the book, you will time them and then tell them their time to record on the first lily pad. You will then move your frog to the next lily pad the second time you read if your time goes down (if you read more fluently.) Also, while your partner is reading during the second and third time you will complete the checklist. I will then assess their speed by using (words x 60)/seconds.
Another way I will assess is by asking the students questions to see if they understand the story: Question examples: What adventures did they go on?, Which adventure would you want to go on and why?, and What is Toad and Frog’s relationship?
Livingston, Irene. Finklehopper Frog. Tricycle Press, 2004.
Lober, Arnold. Frog and Toad are Friends. Harper Collins, 1970.
Meyer, Kelly. Hopping the Fluency Lily Pads!. Reading Genie
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