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Be a Champ at Reading

Be a Champ at Reading

Growing Independence and Fluency Lesson

Courtney Boyd

 

Rationale:

To be able to comprehend texts students need to become fluent readers. To be fluent means the ability to read with speed, accuracy, and expression. Reading with a quick constant speed allows the student to remember what they just read and make connections throughout the text. Accuracy allows the students to find their mistakes while reading and evaluate them. Having expression while reading lets the students show their emotions when they read. Being fluent readers allows for the students confidence to rise with the book they are reading. Fluency also has a lot to do with automatic word recognition, where the students no longer depend on decoding; they can actually make connections and reflect on what thy read. Children will be assessed on improvement by the formula (words read x 60/seconds) to determine the child’s words per minute (wpm). Repeated reading will be used in this lesson to help the children’s fluency rate.

 

Materials:

·      Champs by: Matt Sims (for each student and copy for teacher)

·      Stopwatches

·      Graph to chart reading time (for each student)

·      Cover-up critter (for each student)

·      Sentences written on the board (used for modeling) Then the kids can play with Hap on the lawn. Hap sits by the desk.

 

Procedures:

1.     Teacher says: To become expert readers, we need to learn to read fluently. Reading fluently means reading with speed, accuracy, and expression. We can build our sight vocabulary and begin to recognize words faster. To become fluent be need to read a book more than once and become familiar with the book. That is what we will be doing, becoming familiar with the book by doing what is called repeated reading.

2.     Teacher models how to use crosschecking when you do not know a word: If we were reading the sentence “Then the kids can play with Hap on the lawn.” If I did not know the word play I would use my cover-up critter, but I would finish the sentence first to see if it made sense. Then the kids can /p//l//ay/ with Hap on the lawn. /p/l/a/y/..oh yeah play! Like I play with my friends at school. The sentence says: Then the kids can play with Hap on the lawn. I got it now! I had to reread the sentence to make sense of what the sentence was talking about.

3.     Say: Now I am going to show you what a non-fluent reader sounds like compared to a fluent reader so you can know the difference. Lets look at the sentence on the board. (Hap sits by the desk) If I were not a fluent reader I would read this sentence like Hhhhaaappp ssiitttss bbyyy ttthhhee ddeeesskk. I read that so slow and with so many spaces that I do not remember what I said. Now listen when I read the sentence fluently. Hap sits by the desk. I understood what the sentence said because the words flowed together. Now it is your turn. Repeat the sentence Hap sits by the desk.

4.     The teacher says: We are reading Champs, but today we are only going to read the first chapter. Booktalk: Fred plays baseball for the Jets and he is the star player. The big game is coming up, but Fred broke his leg so he cannot play in the game. Who will take his place and will they save the day?

5.     Give a copy of the book and a cover-up critter to each student. I want you to begin reading the first chapter using your cover-up critter. If you finish chapter 1 begin rereading the chapter do not go onto chapter 2. Give the students 5-10 minutes to read the chapter. Walk around the classroom to ensure students are reading. After the students finish assess their comprehension of the first chapter by asking them questions.

6.     Explain to students what we will be doing in this next. I am going to pair you up with a partner and one of you will read the chapter aloud while the other person times you using the stopwatch. Then you will switch roles. Talk amongst each other about what happened in the chapter to assess comprehension. Then, one partner will read the chapter while the other partner marks the checklist (remembered more words, read faster, read smoother, read with expression). Then partners switch roles, this will happen until there are 2 timed readings and 2 checklists completed for each student. Model this for the students so that know how to complete the assigned task.

7.     Assessment: Walk around and listen to the groups of students read to perform individual assessments. After the repeated readings are finished, have the students turn their checklists in. Pull each student aside individually and check the students speed to see if there is an improvement after they had been practicing. If a student did poorly have them read to the teacher. Also, ask them some comprehension questions. Who took Fred’s place for the baseball game? Did he or she save the day?

 

Partner Checklist Evaluation:


Teacher Checklist Evaluation:

Name of student:

Reading 1

Time:

Total number of words:

WPM:

Miscues:

 

Reading 2

Time:

WPM:

 

Did the student:

Remember more words: yes/no

Read faster: yes/no

Read smoother: yes/no

Read with expression: yes/no

 

Fluency Chart:









         

References:

 

Sims, Matt. Champs. High Noon Books. 2001.

 

Reading is Our Expertise by: Mary Hope McGehee https://sites.google.com/site/ctrdmaryhope/home/gf-design

 

http://www.scholastic.com/teachers/top_teaching/2011/09/speed-accuracy-expression-oh-my

 

http://www.readingrockets.org/helping/target/fluency

 

Dr. Bruce Murray. Developing Reading Fluency http://www.auburn.edu/academic/education/reading_genie/fluency.html

 

Medal Image: http://scvrelay.ipower.com/2010/Images/Animations/silver_medal_rocking_lw.gif

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