Ready, Set, READ!

Growing Independence and Fluency Lesson

Kate Clarke 

Rationale: 

In order for children to become successful readers, they must be able to read fluently. Fluent readers are automatic, accurate, and clear. The goal of this lesson is to teach students to read fluently using timed, repeated readings. By gaining fluency, children are able to focus on reading comprehension.


Materials:

-       Copy of Amelia Bedelia for each student

-       Stopwatch for each pair

-       Cover-up critter for each student

-       Copy of the One Minute Read Chart 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.

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 skip 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, /k/. Lets add those together: /s/ /k/ /i/ à /ski/! Now lets add on the last letter, p: /ski/ /p/ à s-k-i-p, skip! 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! 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 until page 15 to yourself. Make sure to practice your fluency. 

6.  Now that you heard me read this book fluently, it’s your turn to read it aloud. You will practice reading fluently by doing timed, repeated readings with your reading partner. Once I tell you to begin, you and your partner will quickly find a place to work. I will come around and give you and your partner a stopwatch, two Fluency Rubrics, and two One Minute Read Charts.  Pick who will be the reader first and who will listen. The reader will read pages 16-22. The reader will read the section one time and the listener should just listen to them read. 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, you will do a second repeated reading that is timed. For this activity, one partner will be the reader while the other is the timer, and then you will switch roles. The timer will start the stopwatch as the reader begins to read. Begin on page 23. As the reader reads, the timer should count how many words their partner reads correctly. After one minute, the timer will stop the stopwatch and record how many words their partner read correctly on the One Minute Read Chart. Repeat two more times and then switch roles. 

8.  Assessment: To assess the students’ ability to read with fluency, I will individually assess each student. I will meet with each student one at a time and look over the One Minute Read Chart and Fluency Rubric. I will begin by doing a one-minute read of page 23 to see if their number of words increases. I will also calculate their WPM to see where they are. Next, I will asses their comprehension of the story by asking them simple questions about the parts they have read thus far i.e.: “What does Amelia Bedelia do before starting her chores list?” “What did Amelia Bedelia think she was supposed to do with the bath towels?” and “What did Amelia Bedelia do to the furniture?”

 

References:

Adams, Kelly. “Drop Everything and Read”. http://www.auburn.edu/academic/education/reading_genie/doorways/adamsgf.htm

 

Rauschenberg, Cabray. “Sailing to Fluency”. http://www.auburn.edu/academic/education/reading_genie/projects/rauschenberggf.html

 

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

 


One Minute Read Chart:

           Name: ________________________________

          1st Minute: _____________________________

2nd Minute:_____________________________

3rd Minute: _____________________________

 


Fluency Rubric:

Reader: __________________   Listener: __________________   Date: __________________ 

I noticed that my partner: (Put and X in the blank)

                                                            After 2nd          After 3rd

Read Faster                                        ________                    ________       

Read Smoother                                   ________                    ________       

Read with expression                          ________                    ________       

Remembered more words                    ________                    ________       

             

             

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