I'm a description. Click to edit me
I'm a description. Click to edit me
I'm a description. Click to edit me
I'm a description. Click to edit me
Rationale: This lesson will help students gain fluency as a reader. With automatic word recognition, reading becomes faster, smoother, and more expressive. Reading effortlessly allows students to reflect on what they are reading. The fluency formula is to read and reread decodable words in connected text. Through reading, decoding, crosschecking, mental marking, and rereading, students will be able to confidently improve their reading rate and grow into fluent readers. Fluency is essential in students gaining comprehension. In this lesson, students will use the strategy of crosschecking after reading a decodable text and then complete repeated readings in order to gain fluency and independence in reading.
Materials: pencils, timer/stopwatch for each pair, class set of Pinkalicious: Fashion Fun, sample sentences on white board for teacher to model, peer fluency sheet (one for each student), reading rate forms for teacher, teacher fluency check (one for each student) with attached comprehension questions
Procedures:
-
Say: “Today we are going to work on becoming fluent readers. We know that our goal is to become fluent readers, but what does that mean?” Wait for responses. “This means you are able to read words quickly, easily, and correctly while still understanding what it is trying to be said. This makes reading for fun.”
-
Say: Now direct your attention to the sentence written on the board: Rose painted her new room pink! Listen as I read aloud the sentence and tell me if I sound like a fluent reader or not. RRRooo, RRRRooooss, ppaaaiiinnttteeed, ppainntted her new roooooom pick, I mean pink. Now I will reread the sentence so that I can check and make sure that the word makes sense. Rose painted her new room pink! Did you notice how I didn't have to sound out any words? I spoke the sentence in a smooth manner and the sentence was much easier to understand! Now turn to a partner and practice reading the second sentence on the board: I can see a little turtle in the sea. Read it aloud to one another until you can each read it fluently. When you can read it fluently, find another partner. I would like for you to read the second sentence on the board until you can read it fluently. The second sentence is: There is a rabbit digging in the garden.
-
Say: Now that I have read the sentence “Rose painted her new room pink.” What did I get stuck on? (painted) In order to figure out how to read the hard word, I had to reread the sentence, remember my correspondences, and focus on my pronunciation. I knew it did not sound correct. I took a moment and remembered
that ai says /A/. Then after I corrected my mistakes, I went back, re-read the sentence, I realized that it actually made sense when I said year. This strategy I used is called crosschecking.
4. Number off students into partner sets and pass out the books. Say: “Now we are going to practice being fluent readers by reading the book, Pinkalicious, Fashion Fun. Pinkalicious and her friends decide they want to play dress up with her mom’s clothes. Her mom does not think this a good idea. Instead, Pinkalicious decides it would be fun to create pink clothes out of household objects. What is Pinkalicious going to make the clothes out of? Let’s read and find out!”
5. Students should read the first three pages silently to themselves. Then they should each read the rest of the book aloud to each other. Explain to students that while they are reading to not help each other out and to see if the reader can self-correct themselves.
6. Pass out recording sheets and stopwatches to each group. Say: “Now we are going to test each other on their fluency. In your partners, number off 1 and 2. Reader 1 is going to start the game off and Reader 2 will be in control of the timer. Reader 2 is going to time Reader 1 reading the first five pages, and then he or she will record the time on the sheet that I have just handed to you. After recording the information, Reader 2 will read and Reader 1 will record. Do this three times each. As you listen to your partner read aloud the pages, I want you to be listening for how their reading changes each time. Do they remember more words, do they read with more expression? Mark these changes on your paper. Ready? Begin!”
7. After the student pairs have each read through the passage three times, have the students, come one at a time, read a paragraph from the first two pages. Ask them bring their record sheet so you can attach it to the back of my assessment sheet. You will time them on the paragraph read aloud, and use the formula given to record how many words they have read per minute. Once finished reading, ask each student comprehension questions about the passage from the worksheet below.
Assessment: Walk around the room to observe and monitor students’ reading and recording. Have the students turn in their worksheets when they are finished. Review them to see if fluency improvements were made. Calculating words per minute can be helpful [Words per minute formula: (Words read x 60) divided by total seconds it took to read the text]. Also, review the answers to the reading comprehension questions to see how well the students understood the story.
Peer Evaluation Worksheets:
Speed Record
1st time
2nd time
3rd time
My Partner…
2nd time
3rd time
Remembered more words
Read faster
Read smoother
Read with expression
Teacher Evaluation Worksheets:
Teacher Fluency Check
Name of Reader
Date
Time
Words x 60/time in seconds
________WPM
Comprehension:
Answers
1. What is Pinkalicious and her friends trying to do?
2. What where Pinkalicous and her friends wanting to do?
3. How does Pinkalicious and her friends adapt their plans?
Resources:
Kann, Victoria (2016). Pinkalicious: Fashion Fun. I Can Read!
Beck, Mary Margaret. Reading Genie Website. “Fishy Fluency with Junie B.” http://marymargaretbeck1.wixsite.com/missbecksclass/growing-independence-and-fluency
