Read as Smooth as the Breeze
Growing Independence and
Fluency
Rationale:
In
order for students to become fluent reader, they must learn to
recognize words
effortlessly. The purpose of this lesson is to teach students to read
faster
and more fluently by providing practice with pseudo words, reading, and
rereading books.
Materials:
Procedure:
A.)
“Today we are all going to
read as
smooth as the breeze! That means we are going to read fast and smooth!
We are
on our way to becoming fluent readers! But how? To become a fluent
reader we
must learn how to decode and blend words. Remember, fluent reader so
not know
every word they are going to read.”
B.)
“Let’s review what happens
when we
come to a word we do not know. Who can tell me the first step? Good,
start with
eh vowel sound, add the beginning sound to it, and then the end. What
else can
we do? Good, we can read the rest of the sentenced to see if the word
makes
sense”
C.)
“I am going to read a
sentence to you
two ways. (Kat wishes she had sister.) I am going to say it slowly this
time.
Kaaaat wiiiiishes sheee haaad aaa siiiiisster. Now, I am going to read
it fast
and fluent. Kat wishes she had a sister. Which way did you like my
reading?
Slow or fast? I think fast sounds so much better! Which one sounded
like I was
reading as smooth as the breeze?”
D.)
“Now, I want you and your
partner, to
read this sentence on the board to each other as many times as you can
until I
say stop. After a couple of time you should all be fluent reader with
this
sentence!” (Kat played hide and seek all alone). When students finish,
we will
read it all together.
E.)
“I am going to read a book,
and I want
you to pay very close attention and follow along in your book, because
when I
finish you are going to read it too! Who has seen a kite flying in the
air? Has
anyone ever flown a kite themselves? IN this book, it is kite day at
Pine Lake,
and everyone has their own kite. Everyone but Bob. Can he share one?
Will he
make one? What will the other children do? Let’s read to find out!”
F.)
Have students pair up with
a partner,
and find a place on the floor to read to each other. Remind them to
read as
smooth as the breeze! “When you are finished reading this book twice to
your
partner and you partner reads to you twice, you may choose another book
from
our class library to practice reading fluently. Remember, if there are
more
than two words on a page that you don’t know, you might need to choose
another
book. Partners, you will help decide if they need to choose another
book” Allow
time for the students to accomplish these goals.
Assessment:
Have each student come to the teacher’s desk and have him or her read
for one
minute fro the book out loud. Have a checklist to record their
smoothness,
speed, and fluency. Checklist will consist of: How many words in a
minute—one
minute read, how many words are correct (accuracy), Words they are
struggling
with.
Click here to
return to Explorations
Resources:
Gina
Thomas:
Quick as a mouse
http://www.auburn.edu/%7Emurraba/guides/thomasgf.html
Lacy
Adams:
Up, up and away with fluency!
http://www.auburn.edu/%7Emurraba/guides/adamsgf.html