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Growing Independence & Fluency

Go, Reading with Fluency Go!
 

Growing Independence and Fluency Lesson

 

 

Rationale

Fluency is one of the most important aspects of reading. For someone to read fluently, one must recognize words automatically. Fluency is vital to reading, because fluent readers comprehend faster since they do not have to decode each individual word while reading unfamiliar text. This lesson is designed to help students become more fluent readers through repeated readings of a text and timed readings. Students will work with a partner during this lesson.

 

Materials:

·         Dry erase board and marker

·         Poster with the sentence The dogs like to race in little cars

·         Cover-up critters

·         Pencils

·         Stopwatch

·         Go, Dog Go! by P. D. Eastman

·         Reading rate chart

·         Fluency checklist

 

Procedures:

1. Explain the lesson concept to the students.

“Today we are going to work on our fluency while reading. Fluency is the ability to read words quickly and automatically with expressions. Fluency is important because it makes reading more exciting and easier to comprehend.

“We are going to read the same book three times with a reading partner. You and your partner are going to time each other reading. Everyone should set a goal for themselves to improve your reading each time. I want everyone to read faster and more accurately with more expressions every time.”

 

2. Have students take out their cover-up critters. Model how to use the critters when coming across an unfamiliar word during reading.

“When we see a word we do not know while reading, we can use our cover-up critters to help us. Let’s look at the word smile. [Write the word smile on the board.] My cover-up critter is going to help me read this new word. [Cover up all letters except for s.] /S/…/s/…sssss [Next uncover m.] /sm/…/sm/ [Next uncover i.] /I/…/sm/…/sm//I/…smi [Uncover the entire word.] /L/…smi-l…smile. Smile! This word is smile. We blended all of our correspondences together to figure out that this is the word smile.”

 

3. Show the students the poster with the sentence The dogs like to race in little cars. Use this to model fluency.

            “Let’s read this sentence together slowly. The d-d-o-o-g-s l-l-i-ke t-t-o r-r-a-a-ce in l-l-i-tt-le c-c-a-a-r-s. That sentence may have been hard the first time because there were some unfamiliar words. But now when I read it a second time, it will be smoother. The do-gs like to r-a-ce in l-i-tt-le c-a-r-s. So I read it faster that time, but it was boring. I didn’t read it with any expression. Let me read it one more time. [Read the sentence with over exaggerated expression.] The dogs like to race in little cars! When I read the sentence for the third time, it was smooth and had expression. So it was much more fun to read and easier to comprehend!”

 

4. Place the students with their reading partners. Give each partner pair a stopwatch. Give each student a copy of the text Go, Dog Go! by P. D. Eastman, a reading rate chart, and a fluency checklist.

            “You and your partner are going to read the book Go, Dog Go! three times. One person will be the reader, and one person will be the timer and the recorder. The timer will time your partner reading the book and will record their time on the reading rate chart. When you’re the timer, be sure that you hit start as soon as your partner starts to read and hit stop as soon as they are finished. Write down all three of the times on their reading rate chart.”

            Demonstrate to the students how to work the stopwatch.

            “After your partner has read the book one, make sure you fill out the fluency checklist along with the reading rate chart. So, you’re going to look at the chart and determine if your partner learned more words, read faster, read smoother, and read with more expressions each time your partner reads the story. This is not a time to be mean to your partner. This is a time to help your partner become a better reader.”

 

5. Introducing the book and the book talk:

“Now I want you and your partner to read this book called Go, Dog Go! It’s about dogs who want to drive cars. Doesn’t that seem like a silly idea? The dogs are trying to find something that they have in common when they discover cars. So start reading the book with your partners, and do not forget to time yourselves!”

 

6. Observe the reading partners as they read the text. Walk around the room and answer questions that the students may have. Be sure that they are filling out the reading rate chart and fluency checklist.

 

 
 

 

Assessment

            The following reading rate chart will be used to examine student’s work, track progress that is made, and as an assessment:

 

Reading Rate ______________

81+

75-80

69-74

63-68

57-62

51-56

Less than 50

WPM                               1          2          3

 

 

 

 

The following fluency checklist filled out each reading partner will also be used as an assessment:

 

Title of Book:

 

Student’s Name:

 

Partner's Name:

 

After 2nd reading

After 3rd reading

 

 

 

Remembered more words

 

 

Read faster

 

 

Read smoother

 

 

Read with expressions

 

 

 

Resources:

Murray, Bruce. The Reading Genie. http://www.auburn.edu/academic/education/reading_genie/. Web. 10 February 2014.

Kilgore, Katie. Flying into Fluency! http://www.auburn.edu/academic/education/reading_genie/doorways/kilgoregf.htm

Image from: http://toonclips.com/design/6824

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