Jump into Fluent Reading!

Growing Independence and Fluency

Ashley Baas

 

Rationale: Children need to learn how to read faster, smoother, and more expressively to be able to become fluent readers. Students will be able to work on their reading fluency through repeated reading. Students will voluntarily want to read after this lesson. By rereading text, students will learn more words and be able to recognize them immediately. Working with partners, students may learn new decoding skills and will get more practice reading. The more students read, the better their fluency will be. This lesson is designed to help students increase their fluency by rereading text and becoming more familiar with it. Students will learn a strategy to increase fluency in their independent reading.

 

Materials:

-Class set of the book Bonk the Healthy Monster

-Class set of Words Read Correctly Record Sheet(see below)

-Pencils for each student

-Stopwatch

Procedures:

1. Say: If we are fluent readers, we will enjoy reading more and be able to read more easily. Fluency means to read words smooth and at a fast pace. We will be able to understand the books we read if we are fluent readers. Rereading texts helps improve your fluency. You will get better each time you read it. Repeated readings are how you will become better at reading out loud. When you read something a few times, you know the word when you see it again and it’s easier to understand. Today we are going to learn to become fluent in our reading.

2. Say: Using the sentence a candy store has just opened, I will show you how a reader becomes fluent reading new words. First , I will demonstrate how nonfluent readers read, a candy /st-o-r-e/ has just /o-pen-ed/. Oh store? That makes more sense. I had to decode words in our sentence because I have never read them before. I’m going to try that again. (The teacher repeats the text by blending the phonemes together and crosschecking.) A candy store has just opened. Which one do you think sounded better? The first time or the second time? It made sense when I read it the second time.  In order to become more fluent you need to use decoding so you can remember the words the next time you read them.

3. Say: I had to use crosschecking to figure out what the word store was. Did you notice that? I had to finish the sentence and look back to see what word it was because I didn’t know. I finished the sentence to see if I could figure out the pronunciation of some new words that had silent letters, like the e in store. I pronounced them like they were written but they didn’t sound like a word I have ever heard of. Then when I finished the sentence, I could tell what the words were, like store instead of stor-e.

4. Say: Let’s read the next line in our book all together. I see one new word in the next sentence. (choral read: )"Bonk has been waiting” I heard some of you having trouble with waiting, but you used the rest of the sentence to figure it out.

5. Say: I want to tell you a little about this book before we keep reading. Bonk the monster has been saving up money in his piggy bank. He goes to the store everyday and buys all kinds of junk food. He soon becomes the stores “number one costumer.” Bonk starts getting fatter and fatter from all the food. We will have to read to find out what exactly he is going to do about being so unhealthy.

6. Explain and write directions on the board.

Say: Here's what you are going to do next.

1. Pair up with your reading buddy; one buddy can come and get two Partner Reading Progress checklists and two reader response forms from my desk, then return to your reading places. While one buddy is doing this, the other one will count all the words in this chapter and put that number at the top of your checklist forms.

2. Take 3 turns reading the story to each other. While one reads, the other will use the stopwatch to time your partner's readings.

3. Make sure you make tally marks for each word your friend misses.

4. When finished fill out your own record sheet.

5. When you are done filling your own record sheet out, you can discuss the answers to the reader response questions.

6. Then each of you will write your answers on a separate sheet of paper back at your desks.

7. When you turn in your papers and checklists, I will give you a graph and 3 stickers. I will figure out your three rates and after putting your name at the top your stickers will go in the time spaces to show your reading rates.

 

Words Read Correctly Record Sheet:

Name:____________________                Date:______________

The first time I read ______________words correctly and ______________ total time read.

The second time I read _________________words correctly and ____________total time read.

The third time I read _________________words correctly and _____________ total time read.

 

Reader Response

Name:___________________

1. Why do you think Bonk ate so much candy?

2. Would you have spent all your money like Bonk did?

3. What did Bonk do to lose weight?

4. What are some things you do to stay healthy like Bonk?

References:

Boelts, Meribeth. Bonk, the Healthy Monster. Learning A-Z, Inc.

Geri Murray, Reading is a Breeze, http://www.auburn.edu/~murrag1/murraygf.htm

Return to Rendezvous Index