Growing Lesson Design


 Rocket Reading

Growing Independence and Fluency

Courtney Bass

Rationale: Students must learn to read fluently in order to understand text. Students must be able to decode, but do it fluently otherwise the message is blurred. Fluent readers can read and recognize words quickly, automatically, and effortlessly. Through repeated readings, students will improve their fluency and comprehend the meaning of the text. Students need to become skilled readers by reading fluently with speed and accuracy.

Materials:

Class Set of  Amelia Bedelia by Peggy Parish

Stopwatch (1 per group)

Cover up Critter

Fluency Time Sheet:

Name:_________________________ Date:___________

Time:

- After 1st read _______

- After 2nd read _______

- After 3rd read _______

 

 

 

 

Fluency Progress Check Sheet:

        After 2nd After 3rd

1. Remembered more words         _______ _______

2. Read faster                                   _______ _______

3. Read smoother                            _______ _______

4. Read with expression                  _______ _______

 

Procedure:

 

1.     Begin lesson with an explanation of why fluency is important:  “Today students, we are going to work on some reading skills that will help us become fluent readers! A fluent reader reads like they are speaking. When we speak, it is flowy and does not choppy. We want our reading to come out the exact same way! For instance, if you were talking to your friend and asked, “Caaannn I borrrrrowwwww (pause) yyyyyyour (pause) pencillll (pause) pleaseee?” This does not sound normal does it? Do you talk to your friends like this? Right we do not. We would not want to speak with such long pauses and dragged out pronunciations. This is the same with our reading! Also, once you become a fluent reader, your ability to understand what the text is saying and the text will be much more easy to follow Let’s give this a try!

2.     Now we will demonstrate what do when you come across a word that has not been recognized. "Remember, when you are reading, if you come to a word that you do not know, you can use your cover up critter to help you figure out the word. Let me show you an example." Write the word bridge on the board. "Let's pretend I do not know this word. First, I am going to find my vowel and cover up all the other letters. My vowel is short i and I know that this makes the /i/ sound. Now let's uncover the letters one at a time leading up to the vowel." Uncover b. "This letter is a b and it makes the /b/ sound. Now I am going to uncover the r which makes the /r/ sound. Now I have bbbrrrriii bri. Now let's uncover the last part of the word, the dge. I know that these letters blended together make the /j/ sound. Now let's start back at the beginning and blend all of the sounds together. Bbbrrriii, now put the /j/ sound on the end. B-r-i-dge, oh! That word is bridge!"

3.     Now demonstrate how repeated readings help fluency. Write the sentence Bats are big fat taps. "I will read this sentence to you, make sure you pay close attention to how I am reading the sentence". (Read slowly, without fluency). "bbbats are biiig faaat tttaps. Did you hear and see that this sentence was slowly read and hard for me to understand what the sentence was about? Now, I will read it again and remember what the sentence was about". (Read with fluency). “bats are big fat taps. That was much easier for me the second time. This was to show you that rereading a sentence more than once will help us understand the sentence better that we do not understand. I was also able to read the sentence much faster. Remember that reading fast is important. However, it is also important not to read too quickly. Make sure you take a small pause in between the words you read. This way the sentence does not sound like one long word".

4.     Pass out a copy of the book Amelia Bedelia by Peggy Parish. Give a Book Talk “Amelia Bedelia is a maid that does exactly what she is told. She began working for the Rogers Family, a very rich family with a nice house. When Amelia Bedelia gets there, she looks at the To Do List and does exactly what it says… How do you think this will end up because the first thing on her list is to Dress the chickens? We are going to have to read to figure out.” Teacher is going to read the book first, modeling fluency

5.     Now break your students into partners having them reread the story, but this time filling out the Fluency Time Sheet.  “Now that you have heard me read this book fluently, it's your turn.  You are going to practice reading fluently with your reading partner. You have a stopwatch and a book on your desks (passed out to the class beforehand).  One of you will be the reader, and the other will be the timer. Then, you will switch jobs. When it is your turn, I want to you read as fluently as you can. Remember, fluent reading means reading smoothly, and non-choppy. When your partner finishes reading the story I want you to stop the watch and write that number in your progress chart I have put on each of your desks, labeled "Fluency Time Sheet". Remember to fill out your partner's chart of fluency, marking what you noticed about his/her reading on the sheet labeled “Fluency Progress Check Sheet” Keep switching back and forth, reading for a minute each, until I tell you that time is up. Remember to try your very best to read fluently, and if you have any questions, raise your hand.

6.     Assessment. After the students have each completed the sheet call them back one at a time. While working one on one the teacher will check from comprehension by asking the students to list chores Amelia Bedelia did not do.

 

References:

Parish, Peggy. Amelia Bedelia. Greenwillow Books; 50 Anv edition (January 29, 2013)

“Fancy Fluency” By Carmen Harper http://www.auburn.edu/academic/education/reading_genie/doorways/harpercgf.htm

“ Timed Reading Funy” By Lizzie McCalley http://www.auburn.edu/academic/education/reading_genie/doorways/mccalleylgf.htm

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