Oink Oink! It’s Time for Fluency!

By: Savannah Roberts

 By: Savannah Roberts

Rationale: In order to become fluent readers, children must build their sight word vocabulary. The best way to do this is to help them transition from decoding to automatic word recognition. In this lesson children will build fluency through repeated readings. By rereading text, students will learn to read more words per minute. By working with partners, students may learn new decoding skills and will get more practice reading. The more students read, the more their reading skills will improve. This lesson is designed to help students increase their fluency by reading text and becoming more familiar with it. By the end of this lesson, students will learn strategies to increase fluency in their independent reading.

 

Materials:

-Class set of the book Iggy Pig’s Big Bad Wolf Trouble!

-Class set of Words Read Correctly Record Sheet(see below)

-Pencils for each student

-Stopwatch

 

 

Words Read Correctly Record Sheet:

 

Name: ____________________              Date: ______________

 

1st time I read ______________words correctly and ____________total time read.

 

2nd time I read _____________ words correctly and ____________total time read.

 

3rd time I read _____________ words correctly and _____________total time read.

 

 

Procedures:

 

To introduce this lesson I would say: In order to become great readers, we must learn how to read fluently. This means to read words accurately, quickly, and with expression. Once we learn how to read fluently, we will be able to understand the text more easily. Sometimes even great readers mess up on a word. When they do, they go back and read the sentence over again. Re-reading is a strategy will help us to become fluent readers, and each time reading is faster and more automatic. When you read something a few times, you know the word when you see it again and it’s easier to understand ideas. It also helps you get ready to read out loud so others can understand what you’re reading. Today we are going to learn to become fluent in our reading.

 

I will write this sentence on the board, “I’m going to have a party,” I will show you how a reader becomes fluent reading new words. First, I will demonstrate nonfluent readers. . I’m g-o-ing to h-a-v-e  a  p-a-r-t-y. I had to decode three different words in that sentence that I didn’t know at first glance. I’m still not sure of the meaning of these words yet. I’m going to try that again. (The teacher repeats the text by blending the phonemes together and crosschecking.) I’m /g//o//ing/ oh, going- I’m going to /h//a/. Hmmm.. have? I’m going to have a /p/ /a/ /r/ /t/ /y/ oh party! I’m going to read it a third time because I know the words now, and I want it to sound smooth: I’m going to have a party. It made sense when I read it smoothly the third time. I wonder where they are going to have a party? In order to become more fluent you need to use decoding to remember words that once slowed you down.

 

We are going to read the text Iggy Pig’s Big Bad Wolf Trouble three times through silently. Reading silently is just like reading out loud except you say the words in your mind. Booktalk: This book is about a little pig named Iggy. Iggy is having a birthday party. While figuring out who to invite to the party a big gray animal with a bushy tail tricks Iggy into inviting him to his party. The big gray animal is not nice. Will the big gray animal try to ruin Iggy’s birthday? We will have to read and find out! When we read this book we want to practice our fluency. This means to read this book automatically and smoothly with lots of expression.

 

It is okay if you do not know all the words in the book. There is a strategy that will help you in these types of situations. When you come to a word that you are unsure of, you will learn to use the cover up method. I am going to model how to use the cover up method. Write the word pig on the board. If I saw this word, I would cover up everything but the i. (cover up p and g) I know that i=/i/. Now look at what comes before the vowel p=/p/. Blend them together to get /pi/. Now look at the letter on the end of the word g=/g/. Put it all together and you have /pig/. When you see an unfamiliar word, use this method to decode it. After you have decoded that unfamiliar word, you need to read to the end of the sentence. Also, you need to crosscheck to make sure that you decoded that word correctly and it makes since in the sentence. Then go back and reread that sentence again to get you back into the story. Using this method, you will recognize that word instantly the next time.

 

After the students read the book silently to themselves I will have the students read pages 1-4 of Iggy Pig’s Big Bad Wolf Trouble. Say: One partner will read while the other partner listens for errors. On the record sheet, the listening partner should record the number of words read correctly each time. The partner who is listening needs to mark which time the reader remembered more words, read faster, read smoothly, and read with expression on the worksheet. Then the partners should switch jobs. I will walk around the room observing the students and taking notes on my student’s progress.

 

Assessment: To assess the students’ progress with fluency, I will collect the record sheets that the students completed with their partner. I will look to see how each student increased their fluency and word accuracy while reading the first 4 pages of Iggy Pig’s Big Bad Wolf Trouble by examining their time sheets with how many words they read correctly and how long it took them to read the passage. I will look to see which students may need extra help and then pair them with a student who increased their fluency and word accuracy. I will also ask comprehension questions about Iggy Pig’s Big Bad Wolf Trouble to make sure the students understood what they read. The questions might include, “Why did the big gray animal try and trick Iggy into inviting him to the party?” this was not explained in the book, but the students were given enough information to make inferences about. “Who realized what the big gray animal really was?” and “Did Iggy end up having the birthday party that he really wanted?”

References:

French, Vivian. Iggy Pig’s Big Bad Wolf Trouble. First Scholastic printing, 2002.

Wilson, Meg. Squeal into Fluent Reading. http://www.auburn.edu/academic/education/reading_genie/awakenings/wilsonmgf.html

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