Making Fluency Fun!

 

   

 

                  Growing Independence and Fluency

           Lauren Singer

 

Rationale:

In order to become better readers, students must learn to read fluently. Reading with fluency is being able to read with automatic word recognition, which results in the ability to read text at a quick, smooth rate, and with expression. Fluency helps students comprehend what they are reading since fluent readers are more focused on what the words mean then how to pronounce them. Rereading is one strategy that this lesson will use to help with fluency that. Rereading to create fluency really helps children to understand the meaning of the text.

 

 

Materials:

            -Stopwatch

            -Miss French decodable text

            -Pencils

            -Time 1: ___________ Time 2: ___________

            Copy of the sentence: Miss French lives at the end of the path.

Checklist 1                   Checklist 2

 O                          O                     Read faster.

O                           O                    Read smoother.

 O                          O                     Remembered more words.

                      O                           O                     Read with expression.

 

Procedures:

c      1. Begin the lesson by explaining to the students the importance of fluency. Read the sentence, “ Miss French had the big brick home at the end of the block”(Stopping to sound out each word) Ask the students if they understood what you just read. Then re-read the sentence with smoothness and enthusiasm. Ask the students if they understood the way you said the sentence that time. Talk about how important reading with fluency is and how it helps us understand more of what we are reading. Explain how rereading the same text helps us to better comprehend what we read, by reading quicker and smoother, gaining fluency.

 

2.     2. Model how to read a passage with more expression from Miss French. “I am going to read a sentence to you in two different ways. When I finish, I want you to tell me which way you liked the best.”  First read in a very monotone voice pausing to sound out individual letters. Then read it again in an expressive, smooth voice. It had a path that led to a stream. It was fun to sneak in the gate and go to the stream. So, which way did you like best? I agree, the second sounded a lot better! Can you raise your hand and tell me something I did differently on the second reading?” Have students discuss what made the second reading sound better than the first. Another tool we can use is crosschecking. Crosschecking is a tool that fluent readers use to make sense of the sentences that they read and to read more smoothly. It reminds us to go back and re read what we do not understand until it makes sense, creating fluency.  

 

3.     3.“Now it’s your turn to practice fluent reading.” Pair the students up with a partner. “With your partner, you will listen to them read the sentence Miss French lives at the end of the path. They will take notes on the checklist. It is good to practice fluency so we can better understand what we read.

 

 4.After all students are finished reading the story through give them further instructions, “You will do the same thing for the second and third time you read the story. Your partner will also be using the checklist to see each time you read if you remembered more words, read faster, smoother, or with more expression. Once you have read 2 times and your partner has recorded all the information you will then you will switch and record the information for them.”

 

5.     5. For assessment, I will observe the children as I walk around the room during their one-minute reads with their partner. I will have each child individually read one minute for me as I record their progress on my chart with the fluency checklist

 

 

Recourses:

Fast! Fluency! Fun! Lauren Davee:

http://www.auburn.edu/academic/education/reading_genie/doorways/daveelgf.htm

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