Speedy Reading!

 

By: Maggie Dean

 

Rationale: In order for one to become a skillful reader they must be able to read fluently. Being able to read fluently allows students to focus more on comprehension rather than decoding words. In this lesson, students will learn the strategies and skills it takes to become a fluent reader through modeling and practice. Students will practice rereading through an activity called Reader’s Theatre.

 

Materials:

·        Chart paper

·        If You Give a Pig a Pancake by Laura Numeroff

·        Cover-up critter

·        Sentence strips

·        Checklist assessment

 

Procedures:

1. Say: The goal of today’s lesson is to become a skillful reader. We are going to use all of our acquired skills such as the phonemes we have learned and decoding so we can learn how to become a fluent reader. Being fluent means we can read smoothly, with expression, and effortlessly so we don’t have to worry about decoding anymore. We will also practice reading silently.

2. First, I am going to model how a non-fluent reader reads and the how a fluent reader reads using the book, If You Give a Pig a Pancake by Laura Numeroff. Before beginning, I will explain to the children the cover-up strategy (using my cover-up critter), which means covering up parts of the word to read the chunks in it. After using this strategy, I will re-read the sentence. “After using the cover-up strategy, I now know that the word is pancake so I am going to read the sentence again saying the word correctly.” Reading it again, I will read it correctly, but with hardly any expression and smoothness. The third time will be read aloud fluently and with a lot of expression. Following this I will ask the students which reading they believed to be best and why.

3. “The best way to become a fluent reader is to read something over and over again. The first reading is usually spent working through the hard words, which is okay. To help us, we will decode and use the cover-up and re-reading strategies.” I will model how to do this using the strategies listed above using this sentence on chart paper, “The pig likes to eat a lot of pancakes.”

4. I will have a sentence written on chart paper and will read them either not fluently or fluently. I will then ask the students to clap once if I did not read it fluently and clap twice if I did read it fluently. After reminding them how to read fluently I will read aloud simple sentences such as, “The cat and dog ran outside.” To model a non-fluent reader I will read slowly sounding out many of the letters and without expression. To correctly model fluency I will read at an accurate speed using expression. After reading each sentence I will ask the students which one sounded fluent and which did not and explaining why in a group discussion. I will help students to explain by asking questions such as “How did this sentence sound fluent?” After doing two example sentences I will allow the students to work with a partner to read sentences fluently from the sentence strips provided. Students will use the provided checklist assessment to decide if their partner is as fluent as he/she should be.

Checklist Assessment:

1. Did he/she read smoothly?_________________

    Where could he/she use a little work? ______________

2. Did he/she show facial expression? __________________

    Where could he/she use a little work? _______________

3. Did he/she have voices changes? ________________

    Where could he/she use a little work? ______________

*For teacher assessment add: (use in procedure 5)

4. Does the student have an overall understanding of expression? _______________________

 

5. Students will continue to work with partners while taking turns reading a book of their choice to each other. I will visit each group to monitor their progress. I will encourage the students to help one another if one is struggling using the tips and strategies learned in todays lesson.

6. To continue with the practice of fluency students will be given time each day in class to read a book of their choice from the classroom library to make this time enjoyable for them.

 

 

References:

 

Dana Harbin, Feelin’ Froggy http://www.auburn.edu/academic/education/reading_genie/begin/harbingf.html

 

Lindsay Allen, I Feel the Need to Read http://www.auburn.edu/academic/education/reading_genie/guides/allengf.html

Return to Expeditions Index