Fancy Fluent

 

A Growing Independence and Fluency Design

 

By: Kate Patrick

 

 

Rationale: Fluency is an important part of being able to read effectively. Once students have gained an understanding of phonics and correspondences, fluency should be practiced and practiced. Fluency helps students read automatically, accurately, and clearly which maintains focus on the text. Repeated readings are a great way to build fluency and also comprehension. It is important to check students for comprehension as they are reading. In this lesson, students will be able to listen and time to each other read. Students will make records of their reading rates.

 

Materials:

 

Junie B. Jones and the Stupid Smelly Bus by Barbara Park (copy for each student)

 fluency charts

 pencils

stopwatches

 

 

 

 

Procedures::

1. Explain the purpose of the lesson to students.  Today, we are going to work on building fluency. Fluent readers read accurately, smoothly, and automatically. If you mess up on a word, that's ok! You just need to crosscheck yourself and fix the mistake. [Write a sentence on the board and model crosschecking].

2. Before splitting students into pairs, give a book talk about the book. Raise your hand if you have ever been nervous about coming to school, maybe on the first day? Who has ridden the school bus before? What does it smell like? Junie B. Jones was not excited about the smelly school bus. She thought it was stupid, and smelly! Let's read to see if she gets on the school bus after all?

3. Read a few pages without fluency. Say: When I am not reading the book fluently, I have long pauses and I stop to decode a word. This makes my reading sound choppy. Read a page modeling this. What did you notice about my reading? Was it easy to listen to? Do like listening to me? Could you focus on what they story was saying? Now, I am going to read you some where I will read with fluency. Make sure you listen to how I read it smoothly it sounds.  Reread the page fluently. When finished rereading, ask the same questions as before.  We can see the difference that fluent reading makes; let's try to be fancy fluent readers today!

4. Now, we're going to practice reading with fluency how I just did. Divide students into partners and give each student a copy of Junie B. Jones and the Stupid, Smelly Bus! Also, give each student a fluency chart and one stop watch or timer. Tell the class, I want you to take turn with your partner timing each other as you read. Each partner should read the first chapter while your partner times. Record how long it takes you to read. Provide the students with the number of words in the chapter in order for us to calculate the reading rates. Explain the reading rate on the board and give example. Some students may need mores assistance with this. Say, once partner one has finished switch places and let partner two read the chapter. As student finish reading with their partner, have them individually read to you. After, they read, ask them to retell what they just read in their own words. Students can read silently and independently to themselves while you listen to each student read.

 

 

 

 

 

References:

Bruce Murray, Developing Reading Fluency.

http://www.auburn.edu/academic/education/reading_genie/fluency.html

 

Michel Fields,"Can You Be a Speedy Reader?"

Junie B. Jones and the Stupid Smelly Bus by Barbara Park

 

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