Home‎ > ‎

Soaring into the Sky with Fluency

Soaring into the Sky with Fluency

 

Growing Independence and Fluency

 

Allie Black

 

 

Rationale:

In order for students become a fluent reader, they must practice expression, pace, and comprehension. Fluency is an important step in a reader's transition from decoding to gaining automatic word recognition. Repeated reading is an efficient, effective way for students to move from slow, sometimes frustrating decoding, into faster, efficient, expressive, and enjoyable reading. Students will use the strategy of crosschecking after readings of a decodable text and repeated readings to gain fluency and independence in reading.

 

Materials:  Pencils, Paper, class set of Amelia Bedelia books, sample sentences on white board for teacher to model, comprehension questions, fluency checklists, Reading Rate forms for teacher, and optional progress tracker for teacher

Procedures:

 Introduction:

1. “In order to be the very best readers we can be, we must be able to read fluently. So today we will be trying to become better readers. Sometimes, reading can be tough, but the best way to learn new words is to practice reading them again and again. I'm going to have you read a story a couple of times to improve your reading. While reading, I want you to try two things. If you get stuck on a word, sound it out and finish the sentence. This could help you figure out what the word is based on the meaning of the sentence. Another thing that helps is to remember words that are different. If you remember that a word doesn't sound the way it is spelled, then you won't get stuck on it if you see it again. Let me show you what I mean…”

2. “Now let's look at a sentence written on the board: Sam sat on a rock by the pond.  Everyone turn your ears on to listen as I read this sentence aloud. Let me know if it sounds like I am reading fluently or not. S-s-s /a/-/a/-/a/ m-m-m, Sam, sat on a, r-r-/O/-k-e by the p-p-/o/-/o/ n-n-d, pond, Sam sat on a roke by the pond. Oh, that doesn't make sense. It must be rock. Sam sat on a rock by the pond. Did you notice that when I read the sentence, I got stuck on the last word? To figure out what that word was, I reread the sentence from the beginning and tried what I thought the word rock said, roke. That did not make sense, though, so when I read the rest of the sentence I realized that it was not roke, it was rock! This strategy is called crosschecking, and it is an important strategy to use when reading!

3. Now let’s look at how to read that sentence fluently because I did not read like a fluent reader. I had to decode the words in the sentence. Here's how to read that sentence fluently: Sam sat on a rock by the pond. Notice how I did not sound out any words. I spoke smoothly just like how we talk. Now turn to a partner and practice reading the second sentence on the board. The frog hops in the grass; the dog runs in the race! Read it aloud to your partner repeatedly until you ran read it fluently.

  

Activities:

4. “Now we are going to practice fluent reading by reading Amelia Bedelia, a story is about a maid, Amelia. She gets a new job and is nervous about completing her chores. Let's read the book to find out how her first day at work goes. Do you think she will mess anything up? Let's read to find out. I want everyone to read this book silently.”

5. Have the students get with a partner. Explain that while they are working in partners, they cannot make fun or help each other. Give each group four check sheets and Amelia Bedelia. Each partner will read the book three times. After the second and third reading, the other partner will mark off the reader's progress on the check sheet. They will then trade roles and repeat the process. As the groups are working, the teacher will walk around and listen to the students read to assess. Between readings, he/she should help with words that were misread and ask questions. The teacher will model fluency and expression during the lesson and teacher can select different partner groups to evaluate and use tracking form the partners are using.  

References:

http://www.auburn.edu/%7Ehaw0003/wilsongf.htm: Improving Fluency, Haley Wilson, Auburn University

http://www.auburn.edu/%7Efek0001/karlgf.htm : Improving Fluency, Faith Karl, Auburn University

 

Reading Rate_________

81+                               

75-80                            

69-74                            

63-68                            

57-62                            

51-56                            

Less than 50                           

Wpm              1     2    3

 

Reading Progress (For Teacher records)

Reader's Name: _________________

  Total words in 4 pages______

 

1st Reading    Tally Marks:

#  ____total words- ____ tally marks= ____ words

#  _____ words in ____seconds.

 

2nd Reading       Tally Marks:

#  ____total words- ____ tally marks= ____ words

#  _____ words in  ____seconds

 

3rd Reading      Tally Marks:

#  ____total words- ____ tally marks= ____ words

# _____ words in  ____seconds

 

Which reading turn had the fewest tally marks (errors)? ________

Which reading turn was read the fastest? _______

 

Comprehension Questions:

1. What did Amelia Bedelia bake in the oven?

2. When did she do to the curtains?

3. Were the homeowners mad at Amelia?

 

Assessment Rubric

 Student Name:

Date:

Evidence shown for reading three times  ___/3

Responded to comprehension questions  ___/3

Improved fluency  ___/1

Improved accuracy  ___/1

Completed Partner Progress form  ___/2

Total  ___/10

 Click here to return to the Metamorphoses index

Comments