Fantastic and Fluent                                                  

                                                                                                    

                                                                                                  Growing Independence in Fluency

                                                                                                                        Michelle Jones

Rationale: Reading fluency is being able to read with automatic word recognition. When readers become fluent their ability to read text quick, smooth, and with expression will increase. The strongest research evidence supports the method of repeated to gain fluency. The goal of this lesson is to improve student's fluency through repeated readings and timed readings, also to teach them different strategies to help them to become fluent readers.

Materials:

Teacher

·        Timer

·        Expo marker

·        White Board

·        Large cover-up critter

·        Pen

·        A Day at the Lake book

Student: (per student)

·        Pencil

·        Check Sheet for partner reading

·        Cover-up Critter

·        Copy of A Day at the Lake

·        Timer

·        Reading Record Time Sheet

·        Fluency Graph (these should have been made prior to the lesson so each student can have on to graph their progress)

 

Procedures:

1. The teacher should introduce the lesson by saying “We are going to be learning how to become more fluent readers today”.  Teachers should explain to student what fluent reading means by saying “Fluent reading is when students can read without pausing for with expression to make the story more interesting. “Fluent reading is the ability to read smoothly and quickly and they understand what they are reading!”

2. Write a sentence on the whiteboard, “Lots of kids were at the lake.” Read the sentence fluently. Now read it without fluency, drag it out. Then read smoothly with expression.  Ask the class which sounded the best to them. More than likely they will all choose the third option which is read with complete fluency, expression and read smoothly. You will want to tell them that that is what fluent reading sounds like.

3. “When you are reading and you come across a word that you do not know you can use your cover up critter to figure out the word” Show the students an example, write the word band on the board. “ I am going to pretend that I do not know this word. The first thing I am going to do is find the vowel and cover up all the other letters. The vowel is a, I know that short a makes the /a/ sound. Then I will uncover the letter before the vowel, which in this case is b and I will pronounce that /b/a/ then I will uncover the rest of the word and sound it out. /n/d/. If the cover up critter does not work you may try asking your reading partner for help.

4. Engage Students in a book talk about the story A Day at the Lake. “This book is about three best friends, Pat, Jim and Jean, who packed their lunches and went to the lake for the day. They set their lunch sacks under the oak tree and went swimming. When it was time to eat their sacks were gone! Who took them? Will they catch the thief and get their lunch back all in one piece? We will have to read the story to find out.”

5. The teacher should now pass out a copy of the book to each student. say: “ I am going to read the first two chapters to you and I want you to pay attention to how fluently I read the story.”

6. The teacher should now tell the student about their re-reading activity. The teacher should explain to students that “because of repeated readings reading gets easier and the words start jumping out at you, it is easier for you to understand the story, and when you read focus on the words of the story because you are reading with a lot of expression.”

7. The teacher should now pair up students and assign them different spots in the room. Make sure that each pair of students receives a fluency literacy rubric, a copy of A Day at the Lake, a timer and a reading time sheet.

8. The teacher should explain the jobs of the partners. The teacher needs to take time to explain that one student will be the reader and the other student will be the recorder then you switch jobs. Call up a volunteer to model these jobs quickly. Also write important points on the board such as; only stop the timer after your partner has read the whole book, fill out the fluency checklist and record time each time after your partner reads, and switch jobs. Students will do this three times. For the early finishers they can do it a fourth time if they would like to and try to get a better time.

9. The teacher should be walking throughout the room monitoring students to make sure they are filling out their required sheets and performing their jobs properly.

10. The student will assess each student by looking over both the fluency checklist and time sheet. The teacher should use the formula: Words X 60 divided by amount of time-spent reading to determine fluency. The teacher will get this information from the time record sheet complete by each student's partner. The teacher will also have each student write a small paragraph summary of the text after they are done working with their partner. This will allow the teacher to understand if the student is reading fluently as well as comprehending the text.

 

 

References:

A Day at the Lake, Matt Sims, High Noon Books

Hausfeld, Alle Let's Go Fly a Kite for Fluency

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

 

Ana Eagerton, Cloudy With a Chance of Fluency!

http://www.auburn.edu/academic/education/reading_genie/awakenings/eagertongf.htm

 

Catherine Bonner, Ready, Set, Read!

http://www.auburn.edu/academic/education/reading_genie/awakenings/BonnerCGF.htm

 

 

 

 
Reading Record Time Sheet

Name:______________________

Date:_______________________

 

1st Time:______________________

2nd Time:_____________________

3rd Time:______________________

 

 

Check Sheet for Partner Reading

Making Sight Words Teaching Word Recognition from Phoneme Awareness to Fluency, Bruce Murray, P.335

 

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