Embedded Files
Pete the Cat Searches for Missing Fluency (and Cupcakes!)
Growing Independence and Fluency Design
Hannah Lingerfelt
Rationale: Fluent readers are able to recognize words rapidly and automatically. It is important that the reader is able to comprehend the text instead of having to focus on individual words and letters. To learn to read fluently, students must accurately and quickly understand the appropriate texts in their level of reading. Gaining fluency comes along with rereading texts to understand them easier and add expression while reading.
Materials: Copy of Pete the Cat and the Missing Cupcakes for each student (Kimberly and James Dean, 2016), Stopwatch or Clock, Pencil and sticky notes, Sentence Strip: "They counted the cupcakes lined up straight.", Checklist for teacher- Includes the following three questions for the teacher to fill out for each child: "Can the student identify which sentence is read with fluency?", "Can the student read the story to the teacher smoothly and quickly?" and "Can the student comprehend the text and answer the questions for comprehension?"
Teacher Checklist:
1. Can the student identify a sentence read with fluency?
2. Can the student read the story smoothly and quickly?
3. Can the student comprehend the text and answer the comprehension questions?
Fluency Sheet:
Name of Reader:
Name of Partner:
Words read 1st time:
Words read 2nd time:
Words read 3rd time:
I noticed that my partner:
2nd time 3rd time
O O Remembered more words
O O Read faster
O O Read smoother
O O Read with expression
Procedure:
1. First explain to the students the purpose of the lesson: reading fluently. Say: “Today we will work on improving our fluency. Fluency is the ability to read a book quickly and easily, without having to sound out or decode words. We will work on becoming more fluent by reading a book more than once. This is called rereading. Each time you read the book, you will understand the text better, read faster, and add expression to your reading voice. So, today we will practice our fluency by rereading and seeing how you improve.”
2. During each of the readings make sure that the students crosscheck themselves if they do not recognize the word automatically. Say: “Don’t forget to crosscheck to make sure the word makes sense in the context while reading if you don’t recognize it automatically. To help yourself, you should use the cover up critter to make it easier to sound out the word. Once you recognize the word, reread from the beginning of the sentence and continue down the page. If the word does not make sense, try crosschecking again. If you still can’t grasp the word, I will come and assist you.”
3. Model for the students how to read with fluency. Display a sentence strip with the following sentence: “They counted the cupcakes lined up straight.” Say: “First I am going to show you what it sounds like to read without fluency. “They c-c-o-ou-ou-n-n-t-t-e-ed-d the c-u-p-c-c-a-a-ak-e-s l-l-i-n-n-e-d u-u-p s-t-t-r-a-ai-gh-gh-t.” I had trouble with the longer words, I crosschecked so that I could read the words correctly. “They counted the cupcakes lined up straight.” Now I am going to read the sentence like a fluent reader. “They counted the cupcakes lined up straight.” Could you hear the difference between the first reading and the second? The second time I did not have to sound out any words. That's what it sounds like to read fluently. When you are a fluent reader, you also read with expression after rereading a few times to make sure what expression to add. This means that you read the sentence with an emotion like: happy, excited, nervous, etc.”
4. Say: “We are going to be reading the book Pete the Cat and the Missing Cupcakes to practice improving our fluency. The lesson will take about 2 days of extended time for you to read through the whole book and reread to improve fluency, as well as work with your partners on an activity.”
5. Give the following book talk for Pete the Cat and the Missing Cupcakes, it comes from the inside cover on the book: “Pete the Cat and his friends are baking cupcakes for a cupcake party. But uh-oh! Some of the cupcakes have gone missing! Who could have taken them? Help Pete and the gang solve the mystery of the missing cupcakes and learn that it’s cool to be kind.”
6. Next, break the students into partners and give each student a copy of the book. Supply a stopwatch for each pair of students. One student will be the reader and one will be the time keeper. They will switch after the reader is done reading two pages. Say: “When it is your turn to read, I want you to read as many words as you can in a minute smoothly and quickly. Do not skip any words and do not rush yourself too much where you are not comprehending the passage. When the timer goes off, place the sticky note where you left off reading. The last word you read is where you can stop counting. Count each of the words and record the number on your fluency sheet. Reread the two pages you just read three times. When you have finished and have recorded all the information from the three times, as well as switched duties with your partner, you can bring your sheets to me at my desk. Each of you will read individually to me. After you work with me you can move onto the next two pages to repeat the process all over again. If there are no questions, you may start!”
7. While the students are reading, you should walk around the classroom listening to their reading. Maybe keep a notebook handy to write down notes about what you are hearing and seeing. Keep track of good things like improved fluency, as well as things they can work on to become better with fluency. This will also benefit you as you look back on the lesson for when you need to teach it next time or if you need to reteach it. You should also be prepared to help the students with their reading and sticky notes/counting if need be.
Assessment:
8. To assess each of the students, you should have the students turn in their own fluency sheet and you should have a copy, too. Each child should be called up to the desk with their partner. The students will read the two pages they read with their partner. As the student reads, you will time a minute with a stopwatch and make notes or miscues. At the very end, add up the words and record the data. This will include whether they are reading quickly and fluently or reading with many miscues.
Reference: Kassidy McCullough: Reading Genie https://kmm0093.wixsite.com/missmacdesigns/growing-independence-fluency
Book: Pete the Cat and the Missing Cupcakes by: Kimberly and James Dean, 2016
Click Here to Return to Applications Page: http://wp.auburn.edu/rdggenie/home/classroom/applications/
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