Touchdown for Fluent Reading

Touchdown for Fluent Reading!

Growing Independence and Fluency Lesson

By: Betsy Jackson

Rationale: 

In order for children to become successful readers, they must be able to read fluently. Fluency is characterized by effortless word recognition, which influences speed. Fluent readers are automatic, accurate, and clear. By gaining fluency, children are able to focus on reading comprehension. Through reading, decoding, crosschecking, mental marking, and rereading, students will be able to confidently improve fluency and grow into improved readers. The assessment will show improvement by calculating the child’s words per minute (wpm), using the formula words read x 60/seconds. By modeling, scaffolding, and repeated readings, fluency rates will improve.

 

Materials:

-           Copy of Amelia Bedelia for each student

-           Stopwatch for each pair

-           Cover-up critter for each student

-           Copy of the Fluency Rubric for each student

-           Whiteboard and Dry Erase markers

 

Procedures:

1.  Today we are going to learn how to become fluent readers. Fluent readers read fast and effortlessly. When you read fluently, it is easier to comprehend what you are reading. Instead of getting distracted trying to figure out what word the letters make, you can focus on the meaning of those words. We can practice by reading the same book more than once so it becomes familiar, making the words more familiar because you see them multiple times.

 

2.  Who can remember how we can use our decoding skills to help us read? What if I was reading a story and came across a word I didn’t know, what could I do to figure it out? [Write the word strip on the board]. That’s right!  I could use my cover-up critter! [Model how to read the word using the cover-up critter]. First lets look at the vowel. It says /i/. Now look at the first letter, /s/. What sound does the second letter make?  That’s right, /t/. What about the third letter? Correct it makes the /r/ sound. Lets add those together: /s/ /t/ /r/ /i/  /stri/! Now lets add on the last letter, p: /stri/ /p/; s-t-r-i-p, strip! Great job. Make sure you use your cover-up critter whenever you come to a word you don’t know!

3.  [Write the following sentence on the board: “I am going to like working here,” said Amelia Bedelia.]. I am going to read you the following sentence [point to sentence on board] out loud to you, and I want you to listen very carefully to how it sounds. I am go-in, go-ing, going to like wur-kang, work, working here, said Amely b-ed-lia, b-e-de-la, b-e-de-li-a, Bedelia. How did that sound? Not very good. Was it read smoothly? Did it flow? Was it read with expression? Was that a good way to read the sentence? NO! Let me try reading it again. I am going to like working here, said Amelia Bedelia. How did that sound? Good! It sounded smooth and un-choppy, the sentence flowed, and I read it quickly with expression! Plus, the more you read it, the more sight words you gain, which are needed to become a fluent reader. That is how a fluent reader reads a sentence, which is what we are going to practice today!

4.  We are going to practice our fluency as we read a book called Amelia Bedelia. Amelia Bedelia is a housekeeper who works for the Rogers. On her first day as the Rogers maid, Amelia follows her chore list literally and makes a mess within the house. Her first chore is to dust the furniture, so she applies a coat of dusting powder to all of the furniture. Will Amelia’s silly mistakes cost her the job? Will the Rogers come home and be angry about what she has done to the house? We will have to read to find out! I am going to read some of the story to you, and I want you to notice how I read fluently. Please get your listening ears on and listen carefully! [Read first couple pages of chapter one].

5.  Now I want you to continue reading to page 15 by yourself quietly. Make sure to practice your fluency. Give the students 5-10 minutes to complete the activity. Then, lead a discussion and ask the students some comprehension questions to help gage their reading comprehension.

6.  Now that you heard me read this book fluently, it’s your turn to read it aloud Once I tell you to begin, you and your partner will quickly find a place to work. Hand out checklists and stopwatches to students.  Assign half the class as Partner A and the other half as Partner B.  Have Partner A read pp 16-22 aloud, while Partner B times him/her.  Then have the partners switch roles.  After reading, have the students talk to each other about what they read (evaluating comprehension). Then, the reader will read the section two more times. During the second and third reading, their partner (the listener) should be listening for the following things: Does your partner remember the words? Do they read faster than the last time they read it? Do they read it smoother than the last time they read it? Are they reading with expression? The listening partner will complete the chart on the Fluency Rubric that asks these questions after the second and third time their partner reads. Once done, you will switch roles with your partner and be the listener or reader and repeat the activity. [Walk around as the students are reading and make sure that everyone is on task and the charts are being filled out properly].

 

7.  Once you and your partner have finished the repeated reading, read silently until the rest of the class is done with the task.

8. Assessment:  At the beginning, perform individual assessments while students are completing their partner repeated readings.  Have the students turn in their score sheets after the repeated readings are finished.  Pull each student aside individually at the end, have them read after they've been practicing, and graph their speed so they can see their improvement as time goes on.  Also use this time to go over whether or not they were reading smooth, fast, with expression, and if they remembered more words.  If a student did poorly, have them try again with the teacher.  Ask: What does Amelia Bedelia do before starting her chores list?  What did Amelia Bedelia think she was supposed to do with the bath towels? (Two comprehension questions).

 

References:

Football Player: Google Images

https://images.google.com/?gws_rd=ssl


Clarke, Kate. Ready, Set, READ! https://sites.google.com/site/kmc0044ctrd/home/growing-independence-and-fluency-lesson


Parish, Peggy. I Can Read! Amelia Bedelia. New York, NY: Harper Collins, Print.


Fluency Rubric:
Reader: __________________   Listener: __________________   Date: __________________ 
I noticed that my partner: (Put and X in the blank)
             


Fluency Chart:

Reader: __________________   

Listener: __________________   

Date: __________________  

            


Return to the Edifications Index.
Comments