Soaring to Fluency

Laney Walding

Growing Independence and Fluency
 
Captain of Fluency
 

Rationale: When students are able to read fluently, they are able to recognize words automatically. This helps students read faster, smoothly, and with expression. When reading becomes fluent, students are able to read silently, which is approximately twice as fast as reading aloud. This lesson will teach students to read faster, smoother, and more expressively through repeated readings. By working with partners, students may learn new decoding skills and will get more practice reading. The more students read, the more their reading skills will improve. This lesson is designed to help students increase their fluency by rereading text and becoming more familiar with it. By the end of this lesson, students will learn a strategy to increase fluency in their independent reading.

 
Materials:
-Copies for each student of Junie B. Jones is Captain Field Day by: Barbara Park
-Stop watch for each student
-Pen or pencil
-Reading time sheet
-Assessment Rubric (Refer below)
-Fluency self-evaluation (Refer to reference)
-Cover-up Critter
-Comprehension questions (Refer below)
-Access to a board to write sentences and directions to independent work

Procedures:

  1. Say: “Good Morning boys and girls! Today we are going to practice how to become speedy readers! This means that we are going to practice how to read fast and smoothly through a sentence or a book. We want to be fast readers because it helps us understand what we are reading. It allows you to read with expression and understand meaning within the text.”
  2. Say: “We are going to begin by practicing fluency skills. I am going to write a sentence on the board and then we are going to read it once aloud while I model how to crosscheck and decode the words in the sentence. Once we have read it aloud I will ask you as a class to read it aloud a couple of times on your own. When we have gone over the first sentence I will have you practice another sentence with a partner.”

Jane is going to have cake at her birthday.”

Read: “Jjjj-aaaa-nn-eh, janeh, oh the e makes the a say its name, Jane is ggoooing to hhh-aaa-vv-e, a cc-ayyy-kk-e, cake, at hhh-ehhh-rr, her, bbb-iii-rrr-th, birth-ddd-aayy, birthday. Jane is going to have cake at her birthday.”

Say: “Now that I have modeled how to read a sentence and decode and crosscheck as you go, I want you to try the next sentence with a partner. The person sitting to your left will be your partner. I want you to practice decoding, cross checking, and re-reading the sentence to gain fluency.

My dog likes to play in the water.”

  1. Say: “Make sure when you are reading the sentence that you go back and ask yourself if it makes sense. When I was reading the first sentence I had to remind myself of the phoneme rules, and when I was hung up on a word, I finished the sentence and then went back to re-read it to see if it made sense to me.
  2. Say: “Today we are going to read the first chapter in Junie B. Jones is Captain Field Day.” Booktalk: “Junie B. Jones is the team captain for the kindergarten field day and her class wants to win! However, room eight keeps winning all the events. How will she lead her class to win field day? We are going to have to read and find out! You are going to practice reading with fluency reading this story. You will read once through and then reread it, trying to get faster each time. The more you read, the easier it will be to decode and remember the words.”
  3. The teacher will have listed on the board everything what each group should have once the teacher has finished giving instruction. Say: “You are going to be reading today with partners. Everyone will be partnered with the person that is sitting to their left. Each group will need to have the items listed on the board before we begin: Two copies of the text, a cover-up critter, a reading time sheet, a stopwatch, and a fluency checklist. You and your partner will take turns reading the story. You will each read it three times, trying to become more fluent each time. While you are reading, your partner is going to time you. They will then record your total time on the reading time sheet when you are finished reading the chapter each time.
  4. Say: “When both partners have finished reading you will fill out a self-evaluation sheet. (the teacher will hold up which sheet this is) You are going to record how you felt your partner did during the reading in your own opinion.
  5. Say: “When you are finished reading and recording everything all three times and filled out the self-evaluation sheet, each group needs to talk about the chapter. Ask questions like: What happened in the story? What do you think will happen next? Did you like the story? How did the chapter end?”
  6. Assessment: The teacher will walk around the room to make sure they are on task and completing the activity assigned. While observing, the teacher will be listening for fluency while the students are reading. The teacher will have the students turn in their score sheets after the repeated readings are finished. The teacher will then graph each student’s speed so they can see their improvement as they progress. The teacher will also assess words per minute by using the following formula: Words x 60/ Seconds.

Comprehension Questions:

  • What day is it at Junie B. Jones school?
  • What is the problem in the story?
  • What role does Junie B. Jones play during this day at school?
  • How did the chapter end?

Assessment:

Grades will be given based on the following rubric:

 

Completed and turned in all three sheets: +3

Behavior was appropriate during reading time: +3

Comprehension answers were accurate: +2

Improved from last fluency exercise: +2

Total: +10

 


 

Reading Time Sheet:

Name: _______________ Date: ________

 

Time for reading the 1st time: _____________

 

Time for reading the 2nd time: ______________

 

Time for reading the 3rd time: ______________




References:

Text: Junie B. Jones is Captain Field Day by: Barbara Park

Casey Gaines: http://www.auburn.edu/~cng0007/gainesgf.htm

Heather Henley: http://www.auburn.edu/~hjh0006/henleyrf.htm

Blair Smith: http://auburn.edu/~bms0009/bsmithgf2.htm

Laney Walding: lsw0009@auburn.edu



Comments