Fun with Fluency!

 

 

Growing Independence and Fluency

Leah Hooks

 

 

 

Rationale: One of the most important goals of becoming a successful reader is learning how to read fluently. Fluency is also an important component of reading comprehension. One way to accomplish fluency is by reading decodable books and by reading frequently. Another way for a child to become a fluent reader he or she should read a variety of decodable texts and repeat readings on a regular basis. Through repeated reading, readers can increase their fluency and build their confidence in their own reading abilities. Over time, fluent readers will read with enthusiasm and excitement. Being a fluent reader also helps the child to comprehend what they read. When the students comprehend what read, then the child will have a greater understanding of the text they are reading.

 

Materials:

"Robert the Rose Horse", one for every student to do repeated readings

A stop watch for every group of students

Whiteboard and markers to write practice words 

A worksheet for with three nests on it for the children to advance their bird on as they improve their fluent reading

A cut out bird for each child to move to the nests

 

Procedure:

1. Begin lesson by explaining to students the importance of becoming a fluent reader. “Today, students, we are going to be working on fluency, a very important part of reading. When you read fluently, you recognize words without any trouble and do not have to stop and sound out each word! To gain fluency, we must reread our books! Today, we are going to read and reread the same book over and see if we read it more quickly each time we read it! “

 

2. Introduce the term blending to the children. When we sound out all of the sounds of the sounds d-o-g, this is called blending. Let’s blend out some of the words together. I will say the sounds of some words, and I want us to blend them together. Here are the words: b-a-d, h-a-t, s-a-d, m-e-t. Let’s blend these sounds together to come up with the words. “As you probably noticed, it is so much easier to read when we can say them smoothly. It is hard to understand them when we say them choppy.” Once we all learn to blend and decode, we will be on the road to fluent reading.

 

3. Now it is time for their partner reading. I am going to explain to the students that they will be paired up with a partner, and they are going to read a chapter from “Robert the Rose Horse”, until they are reading it fluently (it will actually just be 3 pages out of the book, since it is not a chapter book). “This is a book about a horse named Robert and he is allergic to roses! You have to read about it to find out what happens to him! Your partner is going to keep time for you. After you are done reading the pages, your partner will let you know how long it took you to read. Chart your time on the graph that I will be giving you (hold up graph to show them). Let me show you an example: Say that Mary and I are partners. She is going to have the stopwatch and I am going to read until I finish the passage. When I am done she will tell me how long it took me to read. Say it took my 2 minutes to read this. I am going to chart 2 minutes on my graph. Then Mary will read and do the same thing that I did when she is done. You will take turns and keep going until you both have read the passage three times. Color in your time with a different color each reading round. The reason we are doing this is for you to be able to read the same passage over and over so you can become familiar with how reading with fluency sounds. After you read this a few times, you should begin to become familiar with the story and reading it fluently.”

Assessment:

To assess the students’ progress with fluency, I will collect the record sheets that the students completed with their partner. I will look to see how each student increased their fluency and word accuracy while reading "Robert the Rose Horse" by examining their time sheets with how many words they read correctly and how long it took them to read the passage. I will look to see which students may need extra help and then pair them with a student who increased their fluency and word accuracy. The assessment checklist will also allow for records of the students readings. I will also ask comprehension questions about "Robert the Rose Horse" to make sure the students understood what they read.

References:

“Robert the Rose Horse” by By Joan Heilbroner, P. D. Eastman - Random House Children's Books (1962)

 

Stewart, Nicole. Sailing Away with Reading!

http://www.auburn.edu/academic/education/reading_genie/odysseys/stewartgf.html

 

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