Reading as Fast as Lightening
Growing Fluency
Rationale:
This main purpose of this lesson is to teach fluency, which is the ability for a
person to be able to read text smoothly, expressively, and quickly. When we are
able to read fluently, we are able to dig deeper into the meaning of the text
and become an expert in comprehension. When people do not read fluently, they
can become frustrated or bored with the task of trying to read slowly and
choppy. However, if they are able to read fluently, they can enjoy the books
more and take away a story or message. In order to truly effectivly practice and
teach fluency, you and the student must do repeated readings, timed reads, and
graphs that keep track of their progress.
Materials:
• Stopwatches for teacher and student pairs (for class time)
• Sticky notes
• Fox in Socks by Dr. Seuss
• Fluency time sheets to mark scores and graph to monitor improvement
Fluency Time Sheet:
Student’s Name: __________________________________
Date:
1st Timed Reading: ______________
2nd Timed Reading: _____________
3rd Timed Reading: _____________
Partner's Name: ______________________________
• Fluency Checklist (to pass out to students)
Fluency Checklist:
Name: ___________________________________
Date: ____________________
Title of Book: __________________________________
After 2nd Reading After 3rd
Reading
_________
_________
Remembered more words
_________
_________
Read faster
_________
_________
Read smoother
_________
_________
Read with expression
• Pencil for each student
Procedures:
1. I will begin this lesson by
teaching what being a fluent reader means and why it is crucial to be able to
read fluently. I will tell the students.
"Today we are going to challenge ourselves on a certain skill that will make us
much better reader. When we are better readers, we can enjoy the books more and
not focus so hard on every individual word. We are going to learn to become
fluent readers. I am going to show you how a fluent reader reads! Does anyone
know what this might sound like? A fluent reader is able to read fast and
expressively. They rarely miss words and are able to follow along the story.."
2. "Now, how can we learn to read the
same books faster? Do you think practice might help? Yes, just like you practice
soccer or basketball to become better, we will practice reading to become a
faster and better reader! We are going to read the same great book many times
and time ourselves and our partners during readings. You will read for about a
minute. After you read for this short amount of time, you will stop and see how
many words you read and how many words you can remember. Then, we will continue
to do this three times and count the words after reading. When you are reading,
try to really focus what you are reading and reading well."
3. Next, I will model a short passage. "Now, listen for me to read this passage
in a couple of different ways. While I am reading, think about which one sounds
the best. (First time: Iiit w..a…s was a
h..o….t d d..a..y. (read sentence very slow and choppy)) "This is my first
reading, I will continue to read in another way." (Second time:I..t
It was h…o…t a hot ddaaay. (Read a little better but still slow and without
expression.)) " Did that sound different? Now, listen and I will read a third
time." (Third time:It was a hot day.
(Read smooth with expression). " Did I read in three different ways?
Which one sounded the best to you? The
third? Why did it sound better than the other two? Why do you think the third
sound the best? Did I get better or worse each time I read? That is why each
time we reread something, we read clearer and understand the passage it better."
4. Now, I will go around the class with copies of "Fox in Socks", a stopwatch, a
progress board, and a fluency time sheet. The students will be given directions
and then read three sentences from the book for the first time. After they have
done this a few times tell the class, "To become better readers, we are going to
read this again and see if it helps our reading skills.
Try to remember words from last time!
You are going to be in pairs. In this book, you will hear many silly words and
have some fun reading rhyming words and maybe learning new words. Dr. Seuss is
always full of surprises so I know the story will be interesting. We will have
to read the story to see what exciting things might happen."
5. "You will start reading and your partner will time you for one minute. Take
all the time you need, but try to read as many words as you can in the time that
you have. As you read, remember the strategy we learned called
crosschecking.
If you come to a difficult word, go back and check to make sure it makes
sense in the sentence. If it doesn’t, mentally mark that so you can get it right
for your next reading. Listen to me as I crosscheck, " The- cot-says-me-ow. The
cot says meow. No, No, No, the CAT says meow." See you can correct yourself if a
word doesn’t sound right! Anyways, When the minute is up, your partner will tell
you to stop. When you stop, use a sticky note to mark where you stopped. Now,
you will try to say as many things as you remember from what you just read and
your partner will then count the number of words you say. After you are done
saying all that you can remember, go back to the beginning of the story and
count all the words you read. You will write the number of words you read in the
first blank of your fluency time sheet beside the number of words you remembered
from the story. After you wrote that number in your chart, it will be your
partner’s turn. So, take the stopwatch from your partner and let him/her repeat
what you just did." (Model for students exactly how to do this by doing each
step before letting them get into their groups)
6. "After you and you partner have completed this one time through, do the steps
above two more times for a total of three readings each."
7. "After all three blanks are filled in
on both peoples chart, talk with your partner about how you improved each time.
You can go through the checklist and see if you can check off each item. If you
are able to check off each item, you are on your way to becoming a fluent
reader!"
8. Afterwards, the class will do a brief writing activity concerning the
comprehension aspect of the book. I will have a beginning, middle, and end chart
for them to fill out in complete sentence from the book.
Reference:
Myer, Leslie. Fall into Fluency
http://www.auburn.edu/academic/education/reading_genie/constr/myergf.html.
Seuss, Dr. Fox in Socks