Rationale: This lesson is designed to improve students’ reading fluency. Fluency allows for recognition of words automatically, effortlessly, and accurately. Fluent readers can obtain comprehension without spending time trying to decode words. Students will learn to read fluently by decoding, crosschecking, and rereading. Students will gain independence and fluency in this lesson through repeated readings that improve comprehension.
Materials:
Copy of “Frog and Toad All Year: Ice Cream”
Paper and Pencils
Dry-erase board or smart board
Timers for half of the number of students
Cover-up critters
Worksheet with comprehension questions (attached)
Fluency Checklist copies (attached)
Reading Record Time Sheet (attached)
Procedures:
Say: “We read better when we can read faster, and when we don’t have to sound out as many words. Reading words quickly and correctly helps us have an easier time understanding stories and adding expression. This is called fluent reading. We are going to practice reading the same story many times so that we can learn to read fast too!”
Say: “What do we use when we don’t know a word? That is right, cover-up critters! We are going to practice how we use cover-up critters. I will help remind you. Let’s look at the word “rain” on the board. If I have trouble reading this word, I can use my critter to help me sound it out. Let’s cover up r. What sound does ai make? Yes! It sounds like /A/. Now if I uncover r can you tell me what sound it makes? That’s right! It sounds like /r/. Now let’s combine the two sounds: /r/ -- /ai/. Rai. Then we can add the n at the end. /r/ -- /A/ -- /n/. Rain. We can use our critters to help us figure out new words. Just cover up the letters before the vowel to figure out the vowel sound. Then add back the consonants before and after the vowel.
Write this sentence on the board: I wish we had some sweet, cold ice cream. Say: “Now I am going to show you how to use a reading strategy called cross-checking. I am going to read this sentence out loud and you tell me if I sound like a fluent reader. I www-i-sh we had some sw-ee-t, ccc-o-l-d ice c-rrrrr-e-m. I wish we had some sweet, cold ice crem. Does that sentence make sense? No! What is ice crem? Hmmmm, let me sound it out. c-r-e-a-m. Oh! Together, ea means to say /E/. The word must be cream. I wish we had some sweet, cold ice cream. This is how we use the cross-checking strategy to become fluent readers!” Say: “Okay class, raise your hand if you thought I sounded like a fluent reader the first time I read the sentence? (wait a few seconds) You are right, I do not think I sounded like a fluent reader either! I was reading very slowly and had trouble decoding some of the words, but the second time I read it effortlessly! Once I realized my mistakes, I was able to continue with the sentence and figure out the rest. After I fixed all my mistakes, I went back and reread the sentence to get the full meaning of each word. This strategy is called crosschecking.”
Say: “Now that we know the difference between a non-fluent reader and a fluent reader, we are going to practice fluency ourselves. We are going to practice by reading Frog and Toad All Year: Ice Cream. Toad is going to get some ice cream on a hot summer day but runs into a sticky situation. Will Frog and Toad ever get to enjoy some cold, sweet ice cream?”
Say: “Now we are going to split into pairs so that we can practice reading this story together. I will give everyone a sheet to use to grade your partner as they read. We will read three times each and time our partners. When you are the one timing your partner, be sure that you hit start as soon as they start reading and hit stop right when they are done. Then, write down the time on your paper. Pay attention to what your partner does better for each reading. Check the boxes next to what your partner does well. No negative comments. I only want to hear words of encouragement.” Say: “If you have any questions or need any help, don’t be afraid to ask! Try to follow the directions. I am going to repeat the directions one more time: be encouraging to your partner, make sure to keep track of the time it takes your partner to read, and make notes of progress while they read.”
I will assess each student using a running record and calculating words per minute. I will read the story with each student individually as pairs work on their repeated readings. During individual reading, I will keep a running record of miscues and self-corrections to gauge if the book is at their instructional or frustration level. I will also time their reading. At the end, I will calculate their words per minute by using the formula: words X 60/seconds.
After the assessments, students will answer three comprehension questions to check their understanding.
Reading Comprehension Questions:
What was the weather like outside?
What started happening to the ice cream?
Where did Frog and Toad sit to finally eat their ice cream?
Peer Fluency Check
Title of Book: ________
Name: __________
Partner’s Name:_______
Time after first reading: ________
Time after second reading: ________
Time after third reading:_______
After the second reading I noticed that my partner… (Put a check mark if true)
-Remembered more words__
-Read faster__
-Read smoother__
-Read with more expression__
After the third reading I noticed that my partner… (Put a check mark if true)
-Remembered more words__
-Read faster__
-Read smoother__
-Read with more expression__
(Words x 60)/seconds= WPM
0 ----- 10 ----- 20 ----- 30 ----- 40 ----- 50 ----- 60 ----- 70 ----- 80 ------ 90 ----- 100
Correct Words Per Minute________
References:
“Best Friends: Fluency, Frog, and Toad” by Hunter Grace Jernigan
https://hgj0005.wixsite.com/mysite/growing-independence-and-fluency-gf
“If You Give a Dog Fluency” by Lizzy Buchanan
https://lizzymb105.wixsite.com/lessonplans/growing-fluency
“Frog and Toad All year: Ice Cream” by Arnold Lobel (1984)
https://www.amazon.com/Frog-Toad-Year-Read-Level/dp/0064440591
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