Hot for Fluency!

 Leah Solomon

Growing Fluency design

 

Rational:  The goal for this lesson is to help student become fluent readers. For students to become fluent readers this means the student should be able to recognize words automatically. With this fluency, students should be able to reads words smoother, faster, and read with more expression. With the mastery of fluency, this allows students to focus more solely on their comprehension skills and abilities.  This lesson uses fluency checking (W x 60 / # of seconds) and repeated reading to help students on their way to becoming fluent readers. In this lesson the student will work on the same text until they read it fluently. They will also partake in partner reading to time each other to work on fluency.

Materials: "Corduroy" , Progress chart for each student, stopwatch for each student, document camera, smart board, recorder, cover- up critters for each student, and a reading check sheet for each student.

Procedure:

1. Say: Good Morning Class. Did you know it is so important to become a fluent reader? Can someone tell me what it means to become a fluent reader? Well, being a fluent reader means understanding what is being read without having to focus on the words to much. It is reading for understanding!

2. Say: Since becoming a fluent reader is such a "hot" topic we are going to practice how to become fluent readers today! But first I want to review your great decoding skills. I want everyone to get out their awesome cover up critters! Remember we use these special cover up critters to decode unfamiliar words. Using the document camera the teacher will model how to decode a word with the cover up critter. The word the teacher will model will be club. The teacher will demonstrate by covering up all letters except u. Then the teacher will say: now I know that the letter u say's /u/, so now I can uncover cl and I have clu. Then I uncover the b and I have club.  Are there any questions on how I used my cover-up critter to decode this word? After using the cover-up critter we should be able to decode the word automatically.

3. Say: Our goal for today is to become fluent readers and in order to do so we have to decode the words much faster than we just did with the cover up critter.I am going to show you how we would read this sentence without fluency: Mmmm-ooo-mm www-ee-nn-tt ttt-ooo gg-eee-ttt the fff-ooo-xxx fff-rrr-ooom the bbb-aaaa-ccc-kk .Now, I am going to read you a sentence and let you hear how it sounds when a fluent reader is reading. Mom went to get the fox from the back.  . Now, I am going to show you how we would read this sentence without fluency: Mmmm-ooo-mm www-ee-nn-tt ttt-ooo gg-eee-ttt the fff-ooo-xxx fff-rrr-ooom the bbb-aaaa-ccc-kk . Raise your hand if you heard the difference between the two sentences. Was it easier to understand the first sentence which was a fluent reader or the second sentence which was a non-fluent reader?

4. Say:  Now I will put a couple sentences up on the smart board so we can practice reading these sentences with fluency. The sentences: Kim likes to eat chips. Sue likes to read in the park. Josh can catch a big fish in the lake.

5. Say: Now that we have practiced what it is like to be a fluent reader and heard the difference between the two we are going to try out our skills. I want the boys and girls who have red tabs to get with a boy or girl with a blue tab and the boys and girls with a yellow tab to get with a boy or girl with a green tab. I will hand each student a fluency check sheet, a copy of Corduroy, a stop watch, and a recorder.

6. I want the partners to begin reading the red and green tabs begin first. I want your partner to record you reading. We are going to do this three times each and when both partners have switched out reading their three times I want you to listen to the recording and see what you could do better on or how you improved each time you read the story.  

7. Say: We are fixing to begin reading Corduroy. This story is about a bear that lives in a toy shop and no one ever wants to buy him because he is missing a button. One day he goes on a hunt to look for his missing button. Let's read to find out what happens!

8. Students will partake in timing and recording one another while reading the decodable text, Corduroy. Partners will fill out check sheets following each reading.

9. After partner reading is done, they will read silently to themselves.

10. For an assessment. I will listen to each student individually read their decodable text of their choice and get their fluency rate by using the formula (Wx60/# of seconds).  Ask them the main idea of the text they read. Ask them to give you a short summary of what was read.

References:

Lancaster, Allie. Reading Like a Rocket- Blast Off. http://www.auburn.edu/academic/education/reading_genie/doorways/lancasteragf.htm

Don Freeman. Corduroy. 1968 

 Shaw, Marlee. Read, read, read again.

 

- Partner check- sheet:

Name: _____ Partner: ____ Date: ____

I noticed that my partner... (check the circle)

After 2nd           after 3rd

( )                     ( )                     Remembered more words

( )                     ( )                     Read faster

( )                     ( )                     Read smoother

( )                     ( )                     Read with expression

 

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