Rationale: In order to increase fluency in reading, students’ focus should be on reading faster, accurately, and effortlessly. As students’ fluency increases, their comprehension grows, which in turn helps them enjoy reading more. The more time the student practices reading, the faster the students will be able to read. By assisting a child to learn to read at a faster pace is the key to increases a student’s comprehension as well. This lesson will zone in on evolving a student’s ability to read rapidly and effortlessly so that they can comprehend the text more effectively.

The student will use strategies that build sight words through strategies such as crosschecking and meaning, as well as student’s will work with a partner to chart their reading rates.

 

Materials:

• Stopwatches for each set of student partners,

• Fluency graphs for each child (fish and the sea)

• “Little Leroy” by George McCue

• Fluency checklists for each student

• Reader Response Form (see attached)

• Pen and pencil

 

 

Procedures:

1.  Explaining the Lesson/Activity:

Say: “Good morning class! Today we are going to work on developing our fluency when we read. We are going to learn to be speedy while reading and learn how to comprehend better what we are reading. After we learn how to do this, we will all be able to read so speedily and smoothly! Fluency requires learning new words as sight words! When you learn to read fluently, speed and expression will be the result!

 

2. I am going to read a story aloud twice. I want you to listen very carefully to the two different ways I read it. When I finish, we are going to vote on which way sounded best to you all.

            1: Try reading it once:

            Leroy was a little blue fish. His home was next to a rock. Leroy was very little.

 

            2: Read the sentence the second time not very well.

 “La-e-roy, oh Leroy. W-a-

s (pause) a l-ittle b-l-u-e fish. His-home-was (pause) n-e-x-t to a rack? Say: that doesn’t make sense! Oh a rock! His home was next to a rock!.”

           

3:Now it is time to vote! Raise your hand if you think the first way I read it sounded the best? (majority of class raises hand!) Raise your hand if the second way I read it sounded better? (no one raises hand) Good job guys! I sounded better the first time when I read the story faster and more smoothly. The second time I kept stopping and was trying to figure out all the words.

 

3. For the book talk hold up the book Little Leroy? Make sure it is help so everyone can see the front cover. Leroy is a fish and he is sooooo hungry. He really wants to eat, but doesn’t know what to eat! He goes looking for friends to help him. Do you think he’ll be able to find food? Will he go missing while searching for food? We are going to have to read to find out! Pass out one copy of the book and one fish and sea chart to each student and allow a few minutes for students to read the book silently.

 

4. Next, have students get with a partner. Pass out one stopwatch to each pair of students. Explain that students should take turns reading and timing reads. Say, by moving the Velcro fish after timing each read we get to see how much better we’re getting at reading!

 

5. Have each student take out paper and pencil to record how many seconds it too to read each section. Have each student do four timed reads.

 

6. Walk around the room as students begin, making sure everyone understands the process. Continue monitoring students as they engage in the fluency activity. Then have students fill out the “noticing form” during the third and fourth read.

 

7. For assessment, have each student write their name on the paper with their timed recordings and noticing form and take them up.  Compare the timing of the first read to the last read to measure progress.

 

8. Encourage students to choose a book from the classroom library to read several times at home, and then show their family how well they can read.  Mention that the next day you’ll be eager to have a few volunteers read their book to the class. Give parents the time form and necessary form for potential use at home.

 

 

References:

• McCue, George.  Little Leroy. Rainbow World, 1983.

• Lolley, Julia. “Pass the Panther”.

  • https://sites.google.com/site/myctrdlessons/home/growing-independence-and-fluency-pass-the-panther

 

• Graphic Image

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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