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Fast as a Cheetah Fluency

Fast as a Cheetah Fluency 

cheetah-run by K-Lao

Growing Independence and Fluency

Rationale: students will be able to reading with fluency, accurately, and effortlessly, which makes reading more enjoyable for students. When students are able to read with fluency, they can add expression and emphasis to more fully understand the books being read. By completing repeated readings and one minute timed readings, students will be able to improve heir fluency and sir reading rates. 

Materials:
Book- The Adventures of Taxi Dog
White board 
Dry erase markers 
Racer getting to the finish line chart
Timer

Procedure: 
Today we are going to see different ways we can develop our fluency! Who can tell me what fluency means? Fluency is being able to read effortlessly and with automaticity. It also means to read pretty quickly, too. I know those are a lot of big words,  but it is easy, I promise. I'm going to say a sentence and I want you to tell me if I am reading fluently or not. The d-o..... Do-g dog ran af......aft.... aftr... after the m-aaaa....maaaiiiil, mail-m-aaa, mailmannnn, mailman. Did I read that fluently? You're right! I read that very slow and without much fluency. I'm going to read it again to see if it is more fluent. The dog ran after the mailman. I read it with more fluency the second time. Now I am going to add some expression. The dog ran after the mailman! 

Now, review decoding steps. "What do I do if I get to a word and do not know what it is? That's right! I use the cover-up method. Show me that you remember how to use the cover-up method by trying it with me now." Use a word on the board to practice. "Let's try it with the word dog. First we find the vowel. Which one is the vowel? Right! It's o. The letter o makes the /o/ sound. Then we uncover the letter d which makes the /d/ and say out loud by blending the /do/ together. Then we uncover the letter g which makes the /g/ sound. The we blend all the sounds together to say dog." Then we check to make sure we blended correctly by rereading the sentence to check that dog makes sense. 

Give each student a partner. Pass out a book (The Adventures of Taxi Dog) to each child. "Follow along in your book while I read the first two pages. I am going to read them three times to practice reading fluently. When I finish you will do the same thing with your partner. Read the first two pages aloud to the students. The first time you read, read slowly and sound out each word. The second time, improve your reading by reading smoothly, quickly, and with emotion. "Now it is your turn. Read the whole story one time, then reread it again. While you read I would like partner 1 to read the even pages and partner 2 to read the odd pages. That means you are reading every other page (go over even and odd numbers depending on the age of the students).

As students are working, walk around and make sure students are working together and staying on task. 

Once every group has read the story twice, pass out a stop watch and the chart to each group. "We are going to play the Fluency Game! Listen closely so you will know what to do. One person will be the timer and one will be the reader, then you will swap. I want partner one to start as the timer and partner two to start as the reader. The timer will set the stop watch to 1 minute. The reader will read until the timer goes off. The timer will count the number of words the reader read in 1 minute. Then, you will graph it on the chart I have passed out. After you have graphed the readers number, I want you to swap jobs." As you are explaining the graph, show the students what you mean. Use an extra graph to visually demonstrate the oral instructions. "Do this three times. Use the different "trackers" to mark each one-minute read, so each partner should have three "trackers" on the chart marking their number for each read." We are going to try to get our racers to the finish line by reading 85 words per minute. 

 After they have completed their three one-minute reads, collect their graphs. Use these graphs for your assessment. This will allow the teacher to teach the students according to the level they are on and know which students need additional help. To assess comprehension either ask the students questions orally or give a written quiz.

Reference:
          Jennifer Falls "Go, Go Speed Reader"
http://www.auburn.edu/academic/education/reading_genie/odysseys/fallsgf.html

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