Fluency is Fabulous

Growing Independence and Fluency

Reagan Gilbert

 

Rationale: The goal of this lesson is for students to become more fluent readers. Fluency is extremely important because it allows the reader to have a better meaning of the text which leads to better comprehension. Students who read fluently enjoy reading more and are more motivated to do so. Through this lesson students will be using repeated readings in order to master fluency better.

Materials:

Cover Up Critter  (A kid friendly popsicle stick which helps students cover up the word and sound out each phoneme in order to help decode)

Pencils

Timers

Reading Chart

Slim’s Outing by Geri Murray

Procedure:

1. Begin the lesson 'Today we are going to be learning how to be better fluent readers. Before we begin let’s review what our cover-up critter is for. We can use our critter when we read a word we may not know. We use the critter to cover up parts of the words and slowly uncover them as we blend sounds together. (Write luck on the board). If I saw this word in a book and I did not know it, I could use my cover critter to help me figure it out. I would first find the vowel which is u and I know that u=/u/. I would the look at what comes before u. L says /l/. Now I will blend them to together llllluuuu. Now I know the first two letters say lu. Now I will uncover the rest of the word. When I see c and k together I know they make the ‘ck’ sound. Now when I blend the entire word together I get luck. This is a strategy we can use when we are not familiar with a word.

2. Say 'Although reading fluently is important, it is also very important that good readers understand everything that they are reading. One strategy that good readers use is to crosscheck. This is when you go back in a text to make sure the words you are reading are making sense. Let me show you how this works, If I were to read 'The whhh--i--t--e rode on her broom, that wouldn’t make sense. Ohhh! It must be 'The witch rode on her broom.'

3. Say: Now that we have reviewed a few strategies, today we are going to work on fluency. It is very important to be fluent readers. Being fluent readers mean that we read quickly, smoothly and with expression. One way to help us become fluent readers is to read a book several different times. The more time you read a book, the more familiar you become with words and the quicker you will read them. (Write sentence on the board) 'The witch flew on her broom'. The very first time I read this sentence it will probably be pretty slow. Thhheee wiiiitch fl-eee--w on heeeerrr brrrooomm. Now the second time I read this, it will be faster because now I already know all of the words in this sentence.  The witch flew on her broom.

4. Allow students to get in pairs and pass out the text to each pair of students. Also pass out pencils, stopwatches, one minute reading form and a partner checklist. Say 'Today we are going to read a book together. This book is called Slim’s Outing by Geri Murray. This book is about a pig named Slim. Slim is Tim and Jan’s pet. One day Slim slips out of his pen and gets in a lot of trouble! What type of trouble do you think Slim will get into? We’ll have to read to find out!

5. Say 'Once you read the entire book together I want you to go back to the beginning. One person will read and the other person will be the timer. The timer will start the stopwatch when the beginner starts to read. The reader will read the first chapter and the timer will record how long it takes. Each partner will read the chapter three different times.

6. Say 'Every time after you read, it is the partner’s responsibility to fill out the partner check sheet in order for you to determine if you read fast, remembered more words and read smoothly and with expression.'

7.     To assess students, use the formula (words x 60)/seconds in order to determine the number of words per minute. I will then ask review questions about the book which includes:

What did Tim want to make his pet?

What made the parents realize that Slim may be in the house?

What kind of pet do you think would have been better for Tim to have?

References:

Murray, Geri. Slim’s Outing

http://www.auburn.edu/academic/education/reading_genie/bookindex.html

 

Crumrine, Kelly Fluency Flattening http://www.auburn.edu/academic/education/reading_genie/awakenings/crumrinegf.htm

 

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