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Growing Fluency Design: Monkeying Around With Fluency

Monkeying Around With Fluency

Growing Fluency Design

Jacquelyn Johnson

Rationale:

Fluent reading is essential in comprehending. In order for students to read effortlessly and with automaticity, they must practice expression, pace, and comprehension. Effortless word recognition allows students to reflect on what they are reading. Through reading, decoding, crosschecking, mental marking, and rereading, students will be able to confidently improve their reading rate and grow into fluent readers. 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

·      Timer/stopwatch for each pair

·      Class set of Junie B. Jones & a Little Monkey Business by Barbra Park

·      Sample sentences on white board for teacher to model

·      Peer Fluency Sheet (one for each student)

·      Reading Rate forms for teacher

·      Teacher Fluency Check (one for each student) with attached comprehension questions

Procedures:

 Introduction:

1 Begin the lesson by saying, “Alright class, today we are going to work on becoming fluent readers. We know that our goal is to become fluent readers, but what does that mean? What do you think of when I say a fluent reader? Wait for responses. Fluent readers are able to read quickly, smoothly, and with expression because they recognize words automatically.  This also helps us understand what we are reading because we don’t have to stop and analyze each word.  This makes reading more enjoyable.” 

2. Say: Now let's look at a sentence written on the board: Sam made lunch on the beach.  Everyone put your listening ears on. I want you to tell me if I sound like a fluent reader when I read this sentence aloud to you. S-s-s, /a/-/a/-/a/, m-m-m, Sam, made l-l-l-u-u-n-n-c-ch, l-un-ch, oh lunch. Sam made lunch on the b-/e/-ch, Sam made lunch on the bech. Oh, that doesn't make sense. It must be beach. Sam made lunch on the beach. 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 beach said, bech. That did not make sense, did it? So I went back to reread to figure out what the word should read that would make sense. This strategy is called crosschecking, and it is super important to use when we are learning to become fluent readers! Since I figured out these hard words while reading it helped me become fluent. Thumbs up if you think I read that like a fluent reader. Exactly, no I wasn’t reading like a fluent reader because I had to decode the words in the sentence. Here's how a fluent reader would read that sentence: Sam made lunch on the beach. I read the sentence effortlessly, and it was much easier to understand! Now turn to a partner and practice reading the second sentence on the board. Pat the dog eats my shoe, and He runs like an ant! Read it aloud to one another until you read fluently.

3. Say: “Now let’s think back to when I read the first sentence when I got stuck on the word lunch. To figure out what that word was, I reread the sentence from the beginning and tried what I thought the word beach said, bech. That did not make sense, did it? So I went back to the text to reread to figure out what the word should say that would make sense. This strategy is called crosschecking, and it is very important to use when we are learning to become fluent readers!”

  4. Assign partners for each students and pass out the books. “Now we are going to practice being fluent readers by reading Junie B. Jones & a Little Monkey Business. Junie B is excited because she has a new baby brother! Before she meets him she over hears her grandmother calling him “the cutest little monkey”. The next day Junie B goes to school and tells all of her friends that her new brother is a monkey! Is her brother really a monkey? What will her friends say? You’ll just have to read to find out what happens to Junie B!”

5. Students should read the first three pages silently to themselves. Then they should each read a chapter aloud to each other. Explain to students that while they are reading to not help each other out.

6. Pass out recording sheets and stopwatches to each group. Say: “Now we are going to play the fluency game. Put your listening ears back on to hear how to play! Reader 1 is going to start the game off and Reader 2 will be in control of the timer. Reader 2 is going to time Reader 1 reading the first two pages, and then he/she will record the time on the sheet I have handed out to you. After recording the information, Reader 2 will read and Reader 1 will record. Do this three times each. As you listen to your partner read aloud the pages, I want you to be listening for how their reading changes each time. Do they remember more words, do they read with more expression? Mark these changes on your paper. Let’s get started!”

7. After the student pairs have each read through the passage three times, have the students, come one at a time, read a paragraph from the first two pages. Ask them bring their record sheet so you can attach it to the back of my assessment sheet. You will time them on the paragraph read aloud, and use the formula given to record how many words they have read per minute.

words x 60/ seconds read

Use a list of comprehension questions to assess how their fluency is affecting their comprehension.

 

References:

Emily Mitchel, A Growing Independence and Fluency Lesson

            https://sites.google.com/site/thefluencyfox/

Carly Woods,  Flying Fluently into Space

            https://sites.google.com/site/misswoods14/flying-fluently-into-space

 

Peer Fluency Check

Name of Reader: ____________________

Date: _________________

1st Time: ________

2nd Time: ________

3rd Time: ________

I noticed that my partner…

            After which read?       2nd       3rd

Remembered more words  

Read faster

Read smoother

Read with expression


Teacher Fluency Check

Name of Reader: _______________

Date: _________________ 

Time: ________

Words x 60/time in seconds: _______WPM

Comprehension:

1. What was this paragraph about?

2. What characters are being discussed?

3. Is there a problem happening in the story?

 

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