"Flying Into Fluency"
Growing Independence and Fluency
Rational: In order for children to be able to read an satisfactory amount of text in a certain amount of time they need to be able to read fluently. Reading fluency is the ability to recognize words accurately, rapidly, and automatically without making mistakes. Automatic decoding skills create fluency, so the students must practice and master phoneme correspondences. When children practice strategies and correspondences in repeated readings, they will become more fluent readers which will lead to more comprehension, greater vocabulary, and faster speed. Students gain comprehension skills because they do not have to focus on sounding out the words. This lesson will have repetitive readings of texts for students so that they become more fluent readers.
Speed Reading Record for each student
Partner check sheet
Cut out Kites
Stop watch for each group
Junie B. Jones Smells Something Fishy (copy for each student)
1. Begin by telling the students that to become fluent readers, they must practice so that they can get all words correct. It is important that we learn to read with speed so that we can read things quickly and get the words correct. Reading a story over and over again will help us all to become more fluent readers. "Today our class is going to read a story many times so that each of us will become more fluent readers. Everyone should set a goal to read faster each time we read a book."
2. Review the coverup strategy so that the students can use this while reading. "Whenever you come across difficult words while reading, you can use a coverup critter to help you figure out what the word is." Write the word ''log'' on the board, and model how to use the coverup critter in decoding this word. "As you come across a difficult word, use your coverup critter to help you sound the word out. Okay, so I have come to the word "warm" in the story, I am going to cover up the whole word except for the first letter, l. So I know the w says /w/. then I move my cover up critter to the letter, /a/. I'm not sure if it says /a/ or /A/ so I go to the next letter. The next letter is r and I know that ar says /ar/. I then come to the last letter m, and I know that m says /m/. So I am going to say,/w/, /ar/, /m/. Does w-arm sound like a work we know? We have never heard that word before so we need to read the words around it. So in the sentence The sun is warm on my face. I think, hmm, what word that sounds like w-ar-m makes sense, oh! Warm! The word is warm! "
3. Next, model fluent reading, write the following sentence on the board: ''The perfect place to fly a kite is on a windy beach!'' Everyone listen to me as I read this sentence to you. At first I am going to read it slowly without fluency. The . . .per-fect . . . pl-ace . . . to . . . fly . . . a . . . k-ite . . . is . . .on . . . a . . . w-in-dy . . .beach! In order to get better at reading this sentence I will need to read it over and over again. Let's try again, The perfect . . place to. . . fly. . . a. . . kite . . . is on. . . a windy . . . beach! The perfect place to fly. . . a . . .kite . . is on a windy beach!. Can you hear how I became more fluent after I continued reading that sentence?"
4.(Pass out books) I would now like for every student to take the time to read the first chapter of Junie B. Jones Smells Something Fishy. Pet day is coming up at school and Junie B. is excited. There's just one problem! There aren't any dogs allowed on pet day. That's the only kind of pet Junie B. has! What will Junie B. do? You'll have to read and find out if Junie B. finds another pet. You should read the entire first chapter. When you are done close your book. "
5. Next, the students will be assigned a partner and will be given one stop watch per pair as well as a Partner Check Sheet and Speed Reading Record for each child. Each child will read the first chapter three times. The listener will time each reading and give a report after the second and third readings. They will record the times of each reading on the Speed Reading Record. The reports are to only be positive comments. The student records the answers on the evaluation sheet. After the second and third readings, you will mark the evaluation sheet. You may look at the times to determine if your partner is reading faster each time.
6. Last, after the students are done, they will come to me, and I will have cut out kites with each child's name on it and they can write their fastest reading time on them. I will have a bulletin board in my room decorated with a blue background and white puffy clouds. This will be great for the students next time they are being timed to see how they are progressing in fluency!
Assessment: I will take up the partner checklist and speed reading records. I will also have students answer comprehension questions. I will ask, "Why didn't Junie want the worm as a pet? Why do you think dogs aren't aloud? What did Junie do when she found out there were no dogs aloud? "
Murray, Bruce. Developing Reading Fluency
"Flying Into Fluency"http://www.auburn.edu/academic/education/reading_genie/awakenings/MillerMLGF.htm
Park, Barbara. Junie B. Jones Smells Something Fishy. Random House Books for Young Readers, 1998
Speed Reading Record:
- After 1st read _______
- After 2nd read _______
- After 3rd read _______
Partner Check Sheet for students to assess their partner's fluency:
As I listened to my partner read, he/she:
After 2nd After 3rd
1. Remembered more words _______ _______
2. Read faster _______ _______
3. Read smoother _______ _______
4. Read with expression _______ _______
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