I’m Ready to Read!
                                                                            

                                                                                                                            Growing Independence and Fluency
                                                                                                                                              Mary Beth Smith

Rationale:
Children need to learn how to read through decoding but this can be a tired and exhausting process. When we add fluency instruction to the mix this may speed this process up.  Fluency instruction helps turn new words that we have to decode into automatic words or sight words. When students move from slowly reading into effortless reading, this is much more enjoyable for them and they gain this by repeated readings. In this lesson the students will achieve fluency through repeated reading, cross checking and timed readings

Materials:
-Whiteboard
-Markers
- Book
- Reading fluency check sheets
-Stopwatch (one pair per readings
-Pencils

Speed Reading Record:

       Name: _________________________            Date: ___________

                        Time:   

                        - After 1st read            _______

                        - After 2nd read           _______

                        - After 3rd read            _______





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



Procedures:1. Introduce the lesson to the students. Today, we are going to be working on becoming more fluent readers. Fluent readers read super fast and with a lot of expression. As you read you will be using decoding and crosschecking strategies to help you read difficult words.

2. I will model to the students how to read fluently. I will use the dry erase board write the following sentence “The fish can swim.” Listen to me as I read the sentence. Ththe (The) fffishh (fish) can swim. Did my reading sound good? Allow time for the students to respond. No, it did not sound good. It did not sound good because I read too slowly without using expression (fluency). Now I am going to reread the sentence a little faster. Did that time sound better? What did I do to make it sound better? It sounded better because I read faster. I am going to try one more time to see if I can make it sound even better. I will reread the sentence using speed, fluency, and expression. How did that sound? This time, I read the sentence quicker and my words flowed together smoothly, because I was reading with fluency. I also used expression when I read. Each time I read the sentence I got better and better because I had seen the words multiple times.

3. Now we are going to practice!  I will put everyone in groups of two and give them the book The Fat Pig.  You are going to read the book The Fat Pig.   This book is about a little pig that is fat and her friends are also fat. They do not like to run or exercise, they only like to eat. The mommy is afraid they are going to be sick. Do you think they become sick? Do you think they start exercising? Let's read the story to find out! Now, with your partner you are going to read the book three times and your partner will fill out these sheets. Then I will explain the sheets.  The first sheet is the speed-reading and the recordings go on it.  Then the next two times they read you will record if they remembered the words, reading worksheet.  You will time how long it takes your partner to read the book faster, smoother, and with expression.  After your partner has read three times you will switch and read three times while your partner records your information.  You will use these stop watches to time your partners.



4. The teacher will be walking around the room, observing the children read and providing assistance when needed.

Assessment: To assess the students I will look at the worksheets that everyone filled out.  I will also wait until center time and have each student come up individually. I will have them read the book to me while I record their time and fluency.

References:

Megan Powell: Zoom with Reading
http://www.auburn.edu/academic/education/reading_genie/voyages/powellgf.html

The Fat Pig, by Kayla Wesley.
http://www.auburn.edu/academic/education/reading_genie/teacherbooks.html


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