Hopping Into Fluent Reading

Growing Independence and Fluency

Sharly Citizen

Rationale: Becoming a fluent reader is important because it helps with comprehension. If a student is able to read fluently, he or she will not waste important energy that can be used for understanding important details of the story.  Fluent readers are able to enjoy the story more because they are not frustrated with words and are able to read with expression. I will help children become fluent readers by having them read then reread their passage.

Materials

·         Timers (class set)

·         Days with Frog and Toad (class set)

·         Cover-up Critters  

·         Pencils

·         Assessment on reading percentage (each student)

·         Fluency Checklist

Procedure:

            Explain: Fluency is important in reading. Fluent readers are able to learn more words, read faster, reader smoother, and read with more expression.

            Background knowledge: I will review decoding tips for the children to use. The reason for doing this is to model how to decode unfamiliar words, if any, in the passage. By using their decoding skills for the first read, they will be able to become familiar with the word when they reread and this will help them in the goal of becoming a fluent reader.

            Model: I will then how a reader becomes more fluent the more he or she reads a passage. An example would be, "I went to an is-land yesterday. It waaas fun!" (this will be read choppy and slow. "This is how a reader who is not fluent might read. "Then I will read it again using my cover-ups."I went to an iss issland, Oh island yesterday. It waaaas...was fun!" Notice how I used my decoding skills to figure out unfamiliar words? I would then read it again. "I went to an island yesterday. It was fun!" The more I model how to read  the sentence, the more fluent I will sound. For instance, I will remember the words, read faster, read smoother, and also read with expression.

            Whole text: Next I will show the children a copy of the assessment sheet on the overhead projector. I will explain that they will be listening to a friend read. It’s okay if you do not know all of the words, but I want you to try your best. You will use a stop watch to time the friend you are listening to and write it in this line (show them the space). Also you will make a tally for words that are missed in the passage on the sheet. Once you are done, switch with each other and let the other person have a turn. The goal is for you to improve each time. Remember to be respectful of your partner when they are reading. J After you have both read it through once, start over and try to read it better this time. Have your partner check the areas that have improved, like reading with expression.

·         Begin picture walk and short booktalk. "This book is about two friends, Frog and Toad. They want something to do. So they try to fly their kite. The first try, the kite fell down to the ground. Do you think they will get it to fly? Let’s read to find out.

·         Pass out books

·         Pass out assessment sheets

·         Pass out timers.

·         As the children read to each other, I will call some of the struggling readers up to mark their progress.

Assessment: I will look at their assessment sheet to see what still needs to be worked on. I will be able to get their percentage correct and how fluently they are reading from this assessment. I will walk around and ask individual comprehension questions to make sure students are understanding what they read.

References:           

Days with Frog and Toad: The Kite. Lobel, Arnold. 1979. HarperCollins Publishers

Meyer, Kelly. Hopping the Fluency Lilly Pad.

Murray, Bruce.

Name:

Date:

Words x 60

____________

Seconds

Return to Epiphanies