Prepare For Blast Off!!
Growing Idependency and Fluency Lesson
By: Haley Hunt
Rationale: One of the primary goals of reading instruction is for students to comprehend the text and read automatically. This lesson focuses specifically on fluency. For students to become fluent readers they must read words quickly, smoothly, and with expression. One way to improve reading is to reread decodable words in connectable texts several times. The more a student works with a particular text, the more familiar they will become and this will help fluency. In this lesson, students will practice with repeated readings and reading fluently to establish a stronger fluency.
∙Stopwatches for each pair of students
∙Speed Reading Record sheet for each student (see below)
∙Fluency Literacy Rubric for each student (see below)
∙Class set of Backyard Blast off.
∙Cover-up critter for teacher to model
∙Popsicle stick for each student
∙2 googly eyes for each student
∙Glue for the students to use with their cover-up critter
∙Paper for teacher to record assessment notes
Speed Reading Record Sheet:
Name: ______________________________ Date: _________________________
1st time: ____________ 2nd time: ______________ 3rd time: _________________
Fluency Literacy Rubric:
Name/(Reader): ___________________________ Date: _________________________________
I noticed that my partner:
1st observation 2nd observation 3rd observation
Remembered more words __________________ ___________________ ____________________
Read Faster (with time) __________________ ___________________ ____________________
Read Smoother __________________ ___________________ ____________________
Read with Expression __________________ ___________________ ____________________
1. I will start off the lesson by explaining to the students what it means to be a fluent reader and why this is important to be a fluent reader. Today we are all going to practice reading with accuracy and speed. Both of these things help us to be more fluent readers. Reading a story multiple times will also help us to become fluent readers. If we become fluent readers it will help us to read things easily and with an appropriate speed. Another thing that fluent readers do is they are able to focus on the meaning of the words and this will help us to understand the comprehension of what we are reading better.
2. After discussing why fluency is important to have as readers I will go over the cover-up technique with the students. I will remind them how we use our cover-up critter and how these help to decode words that we are unsure of. (Cover-up critter is made out of a Popsicle stick with googly eyes on it.) We sometime come across words that we just don't know and we can use our cover-up critter to help us figure out these words. I will show the class what the cover-up critter is, and I will model how we use the cover-up critter to decode words. Let's see if we can use our cover-up critter to help us figure out this word. I will write the word strike on the board. Now I want you all to watch what I do. I will cover up everything but the vowel i. I will cover up str and the k. I know that i_e=/I/, so next I will sound out what comes before the vowel, which is str. I will say each sound that these letters make and then blend them together to get stri. Last I will look at the end of the word, k and I will blend stri together with k. When I read it all together the word is strike. This strategy of covering up the letters and starting with the vowel sound will help us figure out tricky words more easily. Therefore, next time you come across a word that does not look familiar to you, you can use your cover-up critter. (I will distribute the cover-up critter materials to each student and they will make their own to help them decode words.)
3 Next we are going to start our reading for the day. Pass out a book to all of the students. They will also need a timer and a time sheet. We are going to be reading this book on our own three times. Time yourself each time you read and record it on your timesheet.
4 Explain to the students, “Once you have finished your individual readings you will we be paired with another student. I will split the students up into groups of two. I will explain the Speed Reading Record Sheet and Fluency Literacy Rubric. Then, I will explain and model how we are going to do our class activity. Now that you all have heard me read the book as a fluent reader, I want you all try. You are going to be reading fluently with a partner. I will divide the students into pairs and give them one stopwatch and two copies of the book. Explain to the students that one will be the reader and the other will be the recorder and then they will switch roles. When you are the reader, see how many words you can read smoothly in one minute. Remember not to skip any words. Place a sticker where you left off at the end of one minute. Then continue reading the book without the timer. Now go back and then count the number of words that you read in one minute and write that number down on your speed reading record sheet. Then switch with your partner until you have both read the book three times each.
5. After the students have recorded the one minute read aloud, they will fill out a fluency literacy sheet about their partner's performance. I will be walking around the room listening and providing assistance where needed.
6. In order to assess each student I will call them up 0ne by one and ask questions from “ Backyard Blastoff” I will take notes on their ability to read fast and smoothyly.
1. What happened in the backyard?
2. Who were the main characters?
3. Did they make it out of the backyard?
I will also assess the students by recording their first reading and comparing it with their last reading. The students should have been able to read more words per minute during their last read. While each student is doing their assessment with me, the rest of the students will be at their desks practicing their fluency while reading a decodable book.
Ready, Set go, Let’s Read!
Murrary, Bruce “ Developing Reading Fluency”
Return to Rendezvous Index
Return to Rendezvous Index