Surfing into Fluency
Growing Independence and Fluency
Rationale: Fluent reading is a very important element in reading. Fluent reading allows for automatic word recognition which leads to faster pace reading with more expression. Repeated reading of text improves children’s word recognition, fluency, and comprehension. A great way to improve reading is to read and reread decodable words in connected text. The goal of this lesson is to help students increase their fluency by reading and rereading text to become familiar with it. By having the students read and reread decodable words in connected texts, students will gain automatic word recognition which will aid students in their journey toward becoming fluent readers.
-Copies of Henry and Mudge: The First Book by Cynthia Rylant(1 per student)
-Cover up critter -popsicle stick (1 per student and myself)
-Reading check sheet (1 per student)
-Stopwatches (1 per every 2 students)
-Sentence strip: "I love to swim in the ocean."
-Sentence strip: "Sometimes I play in the sand, when I'm tired of swimming."
-Time record sheet
1. Introduce the lesson by saying, "In order to become better readers, we must learn to read fluently. Reading fluently means that we read at a fast, smooth pace, with expression! Fluent readers automatically recognize words. Fluency is important, because it makes reading easier and more enjoyable."
2. Say: "Sometimes when we try to read fast, we get ahead of ourselves and read a word incorrectly. To become fluent readers, we have to fix mistakes like that. To fix that mistake, you're going to use something called cross checking. Cross checking is when you get to the end of a sentence and realize that it doesn't quite make sense."
3. Model cross checking by reading the first sentence strip on the board ("I love to swim in the ocean.") Say, "Let me show you how to cross check. I'm going to read the sentence on the board… 'I love to swime in the ocean.' Hm…. swime in the ocean? That doesn't make sense. I better reread the sentence. 'I love to swim in the ocean.' Ohhhh swim. That makes better sense, because you swim in the ocean, not swime! Remember to use this strategy when you are reading so that your story makes sense."
4. Say, "What happens if we come to a word we don't know? Right! We try to decode it. When we learn to decode words, we learn to recognize words automatically, and we know that to be fluent readers, we have to automatically recognize words. Today we are going to use our critters to read sentences."
5. Model reading the second sentence on the board ("Sometimes I play in the sand, when I'm tired of swimming") by using a critter. Let's look at the sentence on the board and try and read it quickly 'Sometimes I pray in the sang, when I'm tried of swimming.' Did that sentence make sense? I didn't think so… let me read it again using my critter. Watch as I cover up certain parts of the word. Sometimes I plllllaayy in the saaannddd, when I'm tirrrreedd of swimming. When I covered it up and took my time to sound it out, it was a lot easier!"
6. Pass out copies of Henry and Mudge: The First Book. Say, we will be reading in the book, Henry and Mudge: The First Book. Give a booktalk--This book is about a little boy who feels all alone. He lives in a neighborhood with no other kids, but he finds a friend in a dog named Mudge. Henry and Mudge share several adventures in this book, and we are going to read to find out about them!
7. Before students get into pairs teacher will read chapter 1. Say:"I am going to read the chapter to you the first time! I want you to follow along and pay attention to how fluently I am reading!" Teacher will explicitly model fluent reading from the text.
8. The teacher should now tell/explain in the detail the students about their re-reading activity. The teacher should make sure to explain to the students that "because of repeated readings, reading gets easier, the words start jumping out at you, and it is easier for you to understand the story! When you read fluently, you can focus on the words of the story because you are reading with a lot of expression!" Say:"Today, you guys are going to get with a partner (pre-assigned partners) to work on your fluency.
9. Today, I want you to take turns reading chapter 1 with your partner. You will each read chapter 1 three times, but don't worry, it's only 4 pages! You each are going to get a "Partner Check Sheet." One of you will be the reader and one of you will be the recorder. While you are the recorder you are going to use this check sheet to assess your partner. When you partner reads, you are going to use the stopwatch to time how long it takes them to read the whole chapter and record it on the time record sheet. When your partner reads the 2nd and 3rd time, you are going to check to see if they remember more words than the last time they read, read faster, and read smoother. If your partner reads more words than they did last time, you are going to put a check in the box next to it. If they read faster, smoother, and with expression, you are going to do the same. Remember, a smooth reader reads with ease, recognizing words automatically. Also, make sure to use the strategies we've learned about today, like cross checking and using our critters when sentences don't make sense!"
10. After everyone has completed this activity say, "Everyone has done a great job! Remember becoming fluent readers takes a lot of practice and repeated reading. I want you all to keep practicing!" Discuss students' progress.
Assessment: To assess my students, I will have each of them come to my desk and read a chapter of the book. I will refer to their reading check sheets. I will also use ask comprehension questions. Students will assess reading by using the formula: words x 60
Reading Genie: http://www.auburn.edu/~murraba/fluency.html
Katie Bolander- Flying into Fluent Reading with Angry Bird http://auburn.edu/~ksb0009/BolanderGIF.htm
Lauren Walker- 1,2,3 Read Fluently With Me! http://www.auburn.edu/academic/education/reading_genie/awakenings/walkergf.htm
Subway Surfer image-google.com
When I listened to my partner read:
After 2nd After 3rd
1. Remembered more words _______ _______
2. Read faster _______ _______
3. Read smoother _______ _______
4. Read with expression _______ _______
Time Record Sheet:
1st Time: ____________________
2nd Time: ____________________
3rd Time: ____________________
Return to http://www.auburn.edu/academic/education/reading_genie/rendezvous.html