GROWING INDEPENDENCE AND FLUENCY
Riding into Fluency
Growing Independence and Fluency Lesson Plan
Rationale:
In order to increase fluency, student should focus on reading faster and effortlessly. Reading fluency is the ability to read with automatic word recognition. As fluency increases, their comprehension grows. In return, they will learn to enjoy reading even more. The more time the student practices, the faster they will be able to read and the best way to do this is by repeated reading. Additionally, the students’ comprehension will increase as well. This lesson will allow the students to use crosschecking during repeated readings of decodable text in order to gain fluency and independence in repeated and timed reading.
Materials: Writing material, Timer/stopwatch for each pair of students, Class set of “Duck on a Tractor” by David Shannon, Sample sentences and instructions on the whiteboard, Peer Fluency Sheet for each student, Teacher Rubric
Procedures:
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Introduction: “Today we are going to become more fluent readers. What does it mean to be a fluent reader? A fluent reader is someone who is able to read very quickly and smoothly because they recognize the words. When we read smoother, we are able to understand the book more and we will also have more fun reading.”
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Say: “Now let’s look at a sentence written on the board: Sam made crunchy popcorn. Everyone put your listening ears on. I want you to tell me if I sound like a fluent reader when I read this sentence aloud to you. S-s-s, /a/-/a/-/a/, m-m-m, Sam made c-r-/u/-/u/-n-ch-y-y, Sam made crunchy p-/o/-p-c-/o/-n, Sam made crunchy popcon. Oh, that doesn't make sense. I think it may be popcorn instead. Sam made crunchy popcorn. In order to figure out what that word was, I reread the sentence from the beginning and tried what I thought the word popcorn said, popcon. I realized that it did not make sense, right? So, I went back to reread so I could figure out what the correct word is. This is called crosschecking. I wasn’t reading like a fluent reader because I had to decode the words in the sentence. Here's how a fluent reader would read that sentence: Sam made crunchy popcorn. I read the sentence quick and easy. It was much easier to understand. We improve our reading skills by reading and rereading to make it become more fluent in our readings.
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It is your turn to practice reading fluently now. Everyone spread out around the room. I will bring you a book so you can practice reading quickly and smoothly. Please read it a few times. Practicing reading books multiple times is a great way to improve your reading fluency. The book you will be reading is “Duck on a Tractor”. In the story, Duck decides he’s ready to drive the tractor. All the barnyard animals watch and joke around as they watch Duck. Then, one by one, they join him on the tractor for a ride! Do you think anyone in the town will notice Duck driving the tractor? We’ll have to read to find out! Remember to put the words together smoothly in the sentences each time as you reread the book.
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Write the directions on the white board.
Say: Now, I want you to get with a reading partner and face them. Then you need to go to you designated spots out around the room. While one buddy goes and picks out a place to sit in the room, the other buddy will come up here and get two Partner Reading Progress check-list. Once the other buddy has claimed a reading area, count all the words in “Duck on a Tractor.” Each partner is going to take turns reading the story aloud to one another three times each. While one partner reads, the other will uses a stopwatch to time them. Make sure that each partner notes all of the mistakes your partner makes when they are reading aloud by marking a tally.
Reader Response Questions: What kind of animals got on the tractor with Duck? What animal was the last animal to get on the tractor? How did the Mayor reply to seeing the barnyard animals on the tractor? What color was the tractor?
Say: When you are finished, turn in the checklist and return to your desk. Answer these four questions and turn them in.
Assessment:
I will review each students’ checklist and answers to the questions. Each student will have submitted these questions, after they finish. I will use the following rubric to grade their assignments.
Readers Name:
Improved Fluency: ____ / 2
Listeners Name:
Improved Accuracy: ____ /2
Answers Accurate/Appropriate: ____ / 2
Completed Partner Progress Form: ____ / 1
Responded to Comprehension Questions: ____ / 4
Total: ____ / 11
Resources:
Sarah Price, Queen of Fluency - http://sarahpricelessondesigns.weebly.com/independence--fluency.html
http://www.auburn.edu/academic/education/reading_genie/cultivations.html
http://www.auburn.edu/academic/education/reading_genie/horizons.html
