Rationale: To become a fluent reader there are so many things that a reader must be able to do. The reader needs to be read faster, smoother, and with more inflections and emotions in their voice. This helps them comprehend what they are reading more efficiently and with more understanding. For this to work, students must have a large sight vocabulary. This lesson will help the students with repeated reading and timed reading to work on their reading skills.
Materials:
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white board or projector
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stop watches for each group
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fluency charts for each student
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reading worksheets
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coverup critter for each student
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class set of “I Love My White Shoes” by James Dean
Procedure:
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Say: “Today we are going to work on getting really good at reading. I know we are all working very hard to read stories and I think reading the same story a couple times can help us! We want to read all of the words quickly and correctly and try not to mess up. This exercise is called repeated reading. Lets all try it together.”
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The teacher will put a sentence on the board. “We are having fun together.” Teacher says: “Okay every one let’s all read this sentence together. ‘We are haavvv….’ Oh no, I am stuck on this word. Let’s go on and read the rest of the sentence. It says “fuuuunnn tttooggeetthheerr,’ If I still do not know what the word would be I would practice with my coverup critter. I will uncover the first word and say each sound of the letters. ‘oh having’ It make sense that you’re having fun with your friends! Now I am extra smart and I can remember that word is having for the next time that I read it!’ Let’s keep learning”
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Teacher says: I am going to show you examples of different types of fluency in readers. Our sentence is ‘Mickey Mouse is my favorite mouse.’ When I read the sentence the first time you will hear me sound and each and every letter ‘mmmiiiicckkkeeeyyyy mmmmoooouuuusssseeee….’ and then I read it the second time and it my sound like ‘m-i-c-k-e-y m-o-u-s-e…” you can tell that I know the words a little better this time! When I read it a third time I can read ‘Mickey Mouse is my favorite mouse’ See, I learned those words so now I am fluent in them!”
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Teacher says: “The more that you practice the more you are able to learn and remember it. There are so many things that go into reading fluency. You could tell that as I was reading this, I was able to learn the words even better each time that I read it. This is what makes you a fluent reader, practice, practice, practice!”
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Teacher says: “We are going to read my read my favorite book Pete The Cat. Pete loved his white shoes so much he made up a song about them. But he accidentally stepped in things that were colored… What happens when you get something colored on something white? What do you think Pete said after that? Was he upset?”
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Children will each be given a comprehension worksheet, fluency worksheet, and a timer. They are going to get into groups of two so that they can time and listen to each other read. Each group is going to have a copy of the story. Teacher says: “Okay guys so we are going to practice our fluency! I know that you are all going to be fluent readers and there is no better book to practice with then my favorite book! Get with your window partner and get a Pete the Cat book to read and come grab these work sheets and one of these timers. You are going to have the older person read the book first and the younger person is going to time it. Then you are going to take turns, make sure we switch each time we are practicing reading the story. All together, we are going to read the story six times! Make sure that you use your cover up critter when you need and that you are nice to your friends while they are reading the story. Each time you read notice that you get better and better each time that you read. Talk about what you liked about the story and what your favorite part was with your partner. When you are all done with reading fill out the papers that I gave you and check your reading fluency alone at your desk. Let’s get to work!!”
Assessment: Reading Comprehension worksheet and fluency guide. I will also monitor them while they are reading with their partners to make sure that they are reading the right thing and they are working on their reading fluency.
Worksheet:
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What color did Pete the Cat’s shoes turn when he stepped in the strawberries?
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Did Pete the Cat get upset when he stepped in the different things?
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How many different things did Pete the Cat step in?.
Fluency worksheet:
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My partner read the story three times.Y or N
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Was my partner able to read faster? Y or N
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Did my partner read best the third time? Y or N
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Was my partner able to add more emotions in their reading the more they read? Y or N
Resources:
Jenna Walzer, Pack a Party Picnic with P: https://jlw0085.wixsite.com/lessonplans/growing-literacy
Book: Dean, James. (2010). I love my white shoes. New York: HarperCollins Publishers.