Growing Independence and Fluency Design

Flying Towards Reading Fluently

Growing Independence and Fluency Design

Emma Wall

Rationale:

The goal of this lesson is to help children become fluent readers. It is important for children to become fluent readers so that they are able to begin focusing on the meaning of the text instead of focusing on decoding each individual word. Through rereading students are able to learn to read with automatic word recognition, this allows them to read faster, smoother, and with more expression. Through this lesson the children will work on their reading fluency by rereading the text and participating in peer review.

Materials:

Pencil for each student; repeated reading peer checklist for each student; stopwatch for each student; a copy of Berenstain Bears Take Off! by Mike Berenstain for each student and teacher; fluency graph for each student; teacher fluency checklist; write sentence “She likes to read books.” on the board, write sentence “She flies the plane in the sky.” on the board.

Procedures:

1. Teacher says: Today we are going to work on becoming more fluent readers. To read fluently means being able to read words faster, smoother, and with expression. We are going to practice today by reading the same book more than once, and each time we read it we will become more familiar with the words. This is called repeated reading. After mastering this book, all of you will feel more confident to read this book to your classmates, family, or even act it out! So let’s get started!

2. Teacher says: Have you ever read a book and come across a word you don’t recognize? Does anyone remember what strategy we can use when we come across this situation? [Allow students to respond.] That’s right, we can use crosscheck! Listen as I model how we crosscheck when we come across a word we don’t know. [Write sentence “She likes to read books.” on the board.] I might read this sentence as “She likes to /r/e/d/ hmm, let me finish the sentence, books. Ohh it’s not /r/e/d/, it’s /r/E/d/! Now I am going to reread the sentence with the correct word to get back into the story. “She likes to read books.”

3. Teacher says: I’m going to show you how a fluent reader reads. [Write sentence “She flies the plane across the sky.” on the board.] “She ff-ll-iie-ss the p-l-aa-n aaa-ccc-rrr-oo-sss the sky.” That can’t be right. /p/l/a/n/, ohh /p/l/A/n/! I noticed I read the sentence slow and stretched out a few of the words. Let me try again. “She flies the plane across the sky.” That was much better, I remembered “plane” after decoding it. Now, I am going to read the sentence again, but this time I am going to read it with expression. “She flies the plane across the sky!” I read the sentence over and over again which allowed me to read faster, smoother, and with expression. I gained fluency because I remembered the words I had trouble with, the words that slowed me down the first time. Now you are going to practice repeated reading so you can become a fluent reader!

4. Teacher says: To practice reading fluently, we are going to read the book The Berenstain Bears Take Off. This story is about the Berenstain Bears and their trip to the Big Air Show at the Bear County Airport. They watched jet planes, helicopters, rocket planes, and more, all while riding a hot-air balloon! What do you think the bears will learn from their adventure?

5. [Pass out a copy of The Berenstain Bears Take Off to each student and keep one for yourself.] Teacher says: Now you are going to read The Berenstain Bears Take Off to yourself silently to practice reading fluency. If you finish before we come back together as a class reread the book.

6. Teacher says: Now turn to the person beside you, they will be your partner. You are going to take turns reading aloud and practicing repeated reading. Partner 1 will read aloud while partner 2 times them. Partner 1 will read the book three times while partner 2 follows along. Partner 2 remember to use the checklist I will give you to see if partner 1 remembers more words, reads faster, smoother, and with more expression each time. After partner 1 reads three times switch, so now partner 2 reads while partner 1 follows along and uses the checklist. [Model with students if needed for better understanding.]

7. Assessment: Walk around the room to observe and monitor students’ reading and recording. After the students finish three rounds of repeated reading, have students turn in their checklist. Review to see if fluency improvements were made. Call each student to your desk to read the passage to you. [Put the passage all on one page so the reader isn’t distracted by the illustrations or turning the page.] Graph their progress on the fluency chart after each reading using the fluency formula (WPM=words x 60/seconds). In between each round of repeated reading, praise each student for their effort and scaffold where needed. After three rounds ask the student a few comprehension questions, such as "Where did the Berenstain Bears go? What kind of machines did they see? What did they learn on their adventure?"

Peer Checklist: