Reading is a Breeze!

by Miranda Lewis

Growing Fluency

Rationale: One of the goals in reading instruction is fluency, which means that students should read fast, accurately, and automatically. Children begin reading at a slow, drawn out pace due to having to decode a story word by word. Practicing through repeated sessions reading the same book will aid students in building fluency. The rereading of texts ultimately leads to the student being able to automatically  recognize those same words in the future.


Materials:

-Class set of “Lee and the Team” (Educational Insights)

-Whiteboard

-Dry erase marker

- Checklist (two copies per student)

- Sentence strips
- I like to jump after eels.
- You are going to school.
- Kite progress charts
- stickers (lots!)

Procedures:

1. Successful readers are fluent readers! Fluent readers can read fast without stopping to sound out each word. Words just jump out at you when you are a fluent reader, so it is easier to pay more attention to what the words in the story mean. One way that we can work on becoming fluent readers is to read a book over and over again. Each time you read the book, you get faster because you are learning how to read the words in the story without even thinking about how to say them. Today we are going to start practicing on how to become a fluent reader.

2. First, let's see how a reader that isn't fluent would read a sentence. I-liikke-too-juuummmmp-affftterrrr-eeeelsss. Now, let's see how a fluent reader would read this sentence. I like to jump after eels. Would you like to hear a story read to you by the first or second reader? (first)

3. To practice becoming fluent readers, we are going to read a book called “Lee and the Team.” After you read the story three times, raise your hand, and I will give you a kite chart and a checklist. Look next to you, and pick a partner. Write your name on your checklist and give it to your partner to fill out. Your partner will decide if you remembered more words, read faster, smoother, and with expression. As you are reading, I will call everyone to my table to read the story and a couple of sentences to me. If your partner is with me at my table, then keep reading the book to yourself.

4.
Booktalk: Lee is the leader of a baseball team. His team is going to be late for the game because they don’t want to run. They want to sit under a tree. Will they make it to the game on time? You’ll have to read the book to find out!

Assessment:

5. Have the student read the story to you 3 times as you fill out the same fluency checklist the students used in pairs. Then, have students read sentence strips to you 3 times. (I like to jump after eels. & You are going to school.) Make notes pertaining to fluency and missing correspondences on the back on the fluency checklist.

References:

-Watts, Abby. “Baseball Fun!” http://www.auburn.edu/academic/education/reading_genie/catalysts/wattsgf.html

-Edmundson, Rachel. “High in the Sky with Fluency”

http://www.auburn.edu/academic/education/reading_genie/catalysts/edmundsongf.html


-Williams, Clarissa. “Go! Go! Gadget!”

http://www.auburn.edu/academic/education/reading_genie/catalysts/williamsgf.html

 

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