Growing independence and fluency design

!Running on fluency!

Rationale: The goal of this lesson is to help improve children's fluency in reading. Fluency in reading is automatic word recognition. To begin, students must need to be able to make sight words, which requires skills of decoding, cross-checking, and rereading. Being fluent readers allows us to read faster and with better comprehension of the text. During this lesson, we will do repeated readings and timed readings.

Materials:

Pencils, cover up critters, timer for each student, calculator for each student (calculation of words per minute), copy of Where the Wild Things are for each student, reading checklist for each student, assessment questions for each student, and fluency chart

Procedures: Say

1. Good morning friends! Today we are going to learn about fluency. Can anybody raise their hand and tell me what fluency means. *wait for hands to go up and hear responses* Exactly! Fluency means being able to read words without thinking about it or stopping in the middle of the sentence. It also means reading with expressive voices and faces like we are characters in the book. Who is ready to become a fluent reader? Let’s go!

2. Say: “Let’s try this sentence (The band played the song). I’ll read it twice and I want you to decide which sentence has better fluency. ‘The band played the sing. Oh, the band will play the song.’ We were able to cross-check by finishing the sentence and comprehending the sentence, therefore being able to fill in the right word. Let’s try this sentence again. ‘The band played the song’ Which one sounded better? *wait for raised hands* That’s right! The second time was smoother and full of expression. That is fluency.”

3. Lets try using over our cover up critters to read a word. We use our cover up critters to read words we don’t know. That is called decoding. How about the word the scarf? *write scarf on front board* We will read letter by letter, by covering up the rest of the letters with our cover up critter, until we are able to read the word as a whole. First we have /s/s/s/. Now let’s move our critter to expose the next letter which gives us /s/s/s/s/ /c/c/c/c/. Then we have /a/. /s/s/s/s/ /c/c/c/c/c/ /a/a/a/a/. Then /r/. /s/s/s/s/ /c/c/c/c/ /a/a/a/a/ /r/r/r/r/r/. Then /f/. /s/s/s/ /c/c/c/ /a/a/a/ /r/r/r/ /f/f/f/f /. That’s right! Scarf! We could use this word in a sentence! Who can give me a sentence? *wait for response* “She wore a green scarf to school”. That is an awesome sentence!

4. I want you all to do some silent reading. The book we will read today is Where the Wild Things are. This book is about a boy named Max, whose bedroom mysteriously turns into a jungle. From there he sails to an island filled with big, scary creatures. What happens to Max when he finally arrives on the island? You will have to read to find out.

5. Now that you are done reading, I want you all to find a partner. Everyone needs their copy of Where the Wild Things are, a timer, a pencil, reading checklist, and the fluency chartYou will take turns reading and timing. I want each of you to read the story three times. While one person is reading, their partner will be timing so that person should start the timer right when your partner starts reading and press stop when your partner stops reading. I want the partner timing to make note of the expressions of the partner who is reading. After each reading, the partner who timed will fill out the reading checklist about the reading partner. *I will give children examples of how to fill out checklist and monitor as we go*

6. Now I want each partner to determine the words per minute or reading speed of their partner. We can find this by using our fluency chart. After you have each read your amount of turns, you will do a math problem to determine fluency. Take the total number of words from the book. I will save you some time by letting you know that there are 338 words in this book, and multiply that by 60. Then you will divide that number by the number of seconds it took each of you to read the pages. Then put those numbers into your fluency chart.

7. When the children are done they will be called up individually to hand me their reading checklists filled out by their partners and read Where the Wild Things are to me. While they read I will be evaluating with a reading checklist of my own. At the end I will ask them assessment questions to test their comprehension of the story. This will give me a picture of where my students stand individually and as a whole with fluency and make adjustments for each student based on those results.

Assessment Questions:

1. What does Max’s room turn into?

2. Where does Max go in the night?

3. What happens when Max is with the creatures?

4. How would you describe the creatures?

5. Why does Max leave the creatures?

References:

gif -https://media.tenor.com/images/e71139e40f8a1a9646329f3a932f5678/tenor.gif

reading checklist for students-https://www.teacherspayteachers.com/Product/Partner-Read-Checklist-320304?st=c5358472ebb114799d735ec1ebac934f

reading checklist for teacher-https://www.sasd.us/cms/lib/PA01000821/Centricity/Domain/426/Fluency.png

reference lesson-Falling into fluency by Regan Weakley https://reganweakley.wixsite.com/literacylessons/growing-independence-and-fluency

reading genie site-http://wp.auburn.edu/rdggenie/home/classroom/insights/

fluency chart-https://www.teacherspayteachers.com/Product/Free-Reading-Fluency-Charts-377871

Where the Wild Things are-https://www.amazon.com/Where-Wild-Things-Maurice-Sendak/dp/0064431789