No Speed Limit
Growing Independence and Fluency
Rational:
This lesson teaches children about reading words faster and accurately. In this
lesson students will time themselves to see how many words they can read
correctly. The goal is for students to recognize words automatically and become
fluent readers.
Materials:
Play Ball, Amelia Bedelia, timer,
pencil, paper, and timing chart
Procedures:
1. Today we
are going to work on reading words automatically and at a good speed. The more
you read a text the faster you should be able to read it. This is called
fluency. We want to be fluent readers so that we can understand the story we are
reading.
2. Write
this sentence on the board. Everyone write this sentence on your paper, “I like
to play ball” Reread the sentence until you can read every word without messing
up. If you are having trouble cross check or use your cover up to help you. This
means to cover up all of the letters except the first one. Move the cover up to
the next letter and sound out each letter as you come to it. Remember to finish
the sentence to help you figure out the word you are struggling with.
3. Give a
booktalk. Amelia Bedelia is going to fill in for a sick baseball player. Do you
think she will be a good baseball player? Let’s read to find out!
4. Model how
to read fluently and not fluently. Aaaaameeelliaa Bbbeedeeliaa ssswuung aaat
tttheee neext baalll. I read it very slow and was struggling. To read fluently
you want to read like this, Amelia Bedelia swung at the next ball. I read
smoothly and with an excited voice! I am becoming more fluent because I am
remembering words that use to slow me down.
5. Everyone
will have a partner. Each group will have a book, timer, pencil, and timing
chart. One student is to read a chapter. The other student will be checking to
make sure that the reader is reading the word correctly. Then we will switch.
Remember not to skip any words! Start the timer as soon as the reader begins
reading, press stop when the reader is finished. If they miss a word put a check
mark above the word. Don’t take too long on the check mark because you want to
keep up with the reader.
6. On your
timing chart you need to write how many words they read in a minute. The first
column says trial 1 and trial 2 the second column says words per minute. Put the
words the reader got correct in the “words per minute” column.
If both partners have read once you may
do it again. Try to get more words this time!
|
Trial 1 |
Words per minute: |
|
Trial 2 |
Words per minute: |
7.
Assessment: I will call each student to my desk and have them read a page from
the story to assess how many words they read in a minute. I will then tell them
what they need to work on to become a more fluent reader!
I will also ask them to bring me
their timing I will ask the student a few questions about what they just
read. What was this about? Why do you think will happen next? Why did the author
write this?
References:
Parish, Peggy, and Wallace Tripp. Play
Ball, Amelia Bedelia.
New York: Harper & Row, 1972.
Jenn Miranda, Go Speed Reader!
http://www.auburn.edu/academic/education/reading_genie/persp/mirandagf.html
Assessment:
http://www.auburn.edu/academic/education/reading_genie/persp/clabbygf.html
