Fly Through Reading!

Growing Independence and Fluency

Courtney Jones

 

Rationale:  Learning to read can seem like a rather long process.  With fluency instruction this process becomes much simpler. It requires decoding, crosschecking, mental marking, and rereading.  Through these four processes students are able to learn new words in about four attempts rather than the almost 35 attempts it would take if you learn by the memorization method.  Turning "new words" into sight words is an essential part of becoming a fluent reader.  This lesson will help you to guide students as they grew into fluent readers!

 

Materials:

Class set of Junie B. Jones and the Stupid Smelly Bus

List of partners

Class set of Progress checklist (attached at end)

Class set of Reader Response forms (attached at end)

Pencils

Class set of stopwatches

Class set of charts (attached at end)

Class set of rubric (attached at end)

Class set of stickers (3 per student)

 

Procedures:

 

Explain the activity:

 

Say:  Today I will be teaching you how to make your reading speed faster and smoother.  If you read this way you will sound more natural and you'll have better reading comprehension.  You will be able to make sense of the story as you read to yourself and your classmates will be able to make sense of the story as you read aloud to them.

 

Model fluent and nonfluent reading

 

Say: I want everyone to listen closely as I read to you.  I'm going to read the same part of a book in two different ways.  When I'm through we will talk about the differences. (1)  My te-a-ch-er, teach-er /sh-ew-k/ my hand. (Oh, shook my hand)  Only our hands did-na-t, didn't fit to-get-her that good. (Oh, they didn't fit together.)  Her name was Mrs.--I can't re-mem-ber the rest of it. (What a weird last name.) (2) Now, let me reread that a second time to see if I can do a better job.  My teacher shook my hand.  Only our hands didn't fit together that good.  Her name was Mrs. --I can't remember the rest of it.

 

Raise your hand if you had a hard time following my reading the first time through.  So do we all agree that the second time sounded much better?  Not only did it sound better, you actually remember what I just read.

 

Review a strategy:

Say:  Did anyone notice what I did when I couldn't read a word?  I didn't just skip it.  I went on to finish my sentence to see if my guess made more sense.  For example, I thought shook sounded like /sh-ew-k/.  Once I read she /sh-ew-k/ my my hand I realized shook sounded similar and made much more sense.

 

Practice together

 

Say:  Now we're going to try together as a class.  That last word looks a little tricky.  (Choral read. "That's because I have on my new shoes."I think some of us got stuck on the end of the sentence.  Now that we have finished the sentence, we know that the word "shoes" makes sense.  Let's go back and read this sentence again. (Reread sentence.)  Our second time through was much more fluent!

 

Motivate to read

 

Say: Before we continue in our book I want to tell you a little about it.  We have already been introduced to Junie B. Jones.  She has just started Kindergarten.  Junie has just meet her teacher for the very first time.  Some of you may remember how you felt when you started school.  Let's keep reading to see how Junie feels about her new experience.

 

Explain the new procedure for paired practice

 

List instructions on the board before you begin your explanation.

 

Say:  We are still going to practice our reading, but I won't be the one reading this time.

Everyone get with their partner.  The leader of your group needs to get two Reading Progress checklists and two Reader Response sheets from my table.  Once you've done so, go back to your reading spot.  If you are not the leader I want you to stay in your spot and count how many words are in the first chapter of Junie B. Jones.  Once you've come up with your number you will write it in the blank on your checklist.  Your partner will write that same number on their checklist.  We will come back to that number later.

 

The leader is going to read the chapter three times.  Partner number two's job is to time each reading.  After each reading, the person who read will stop and record their time on their checklist.

 

Since partner number two isn't reading yet they will have two jobs.  While timing your partner I want you to follow along with them as they read and make a tally mark each time they make a mistake. The reader will record their number of mistakes on their checklist.

 

After the first reading we will go back to our total number of words.  I want you to take the number of mistakes and subtract it from the total number of words.  (Show students where each number goes on the checklist.)

 

Once you have completed three readings each I want you to answer the two questions at the bottom of the checklist. 

 

Next, you will discuss the reader response questions with your partner.  After your discussion, return to your desk and write your answers in your own words.  Bring me your completed reader response sheet, but keep your checklist.  You will use your checklist again.

 

As you turn in your responses I will give you a chart and three stickers.  On the chart you will graph your three different reading scores.  Use your checklist to help you remember your reading scores.  It is important to put your stickers in the right spot.

 

Bring me your checklist and chart so I can check over it.  Once I okay your chart, I will give you tape and you can place it on the wall by our reading rug.

 

 

Assessment:

 

Use attached rubric while reviewing each student's work.

 

Reference:

 

Park, Barbara. Junie B. Jones and the Stupid Smelly Bus.  New York: Scholastic Inc.  1992.

 

Image from Microsoft Word ClipArt

 

Flying Into Fluent Reading by Rebecca Tarleton:  http://auburn.edu/~rat0006/tarletonGIF.htm

 

 

 

 

 

Progress Checklist

 

Reader _____________________________

 

Partner______________________________

 

Total Words in Chapter 1 __________

 

Trial 1:  __________ - ____________ = ________________ in _______ seconds

             (total words)    (missed words)   (total correct words)       (time)

 

Trial 2:  __________ - ____________ = ________________ in _______ seconds

             (total words)    (missed words)   (total correct words)       (time)

 

Trial 3:  __________ - ____________ = ________________ in _______ seconds

             (total words)    (missed words)   (total correct words)       (time)

 

Which trial had the FEWEST missed words?  ______________________

 

Which trial had the HIGHEST total correct score?______________________

 

Which trial had the FASTEST time? _________________

 

 

 

  

Reader's Response

Name_________________________

Answer the question on the back of this paper.

1.)   How would you feel if you were a teacher and Junie B. talked hateful to you like she did to her teacher?

2.)  Name a time when you had bad manners like Junie B.  What should you have done differently?

3.)  What do you think the little boy in Junie B's class was holding on to his mom's leg?

 

                                                                                                

                         Reading Progress Chart

     Name: __________________________________

81 +

 

 

 

76-80

 

 

 

71-75

 

 

 

66-70

 

 

 

61-65

 

 

 

56-60

 

 

 

50-55

 

 

 

 

Trial 1

Trial 2

Trial 3

  

 

 

 

 

 

 

 

 

 

                                                        

Rubric

      Name: _________________________         Score: _____ /_12_

Skill

Points Possible

Points

Earned

Completed 3 trials

 

3

 

Answered 3 questions on checklist

3

 

Responded to 3 reader response questions

3

 

Correctly charted their reading progress

1

 

Improved accuracy

 

1

 

Improved speed

 

1

 

 

Return to the Rendezvous Index.