Research has shown that repeated reading is one great way to
help children become more fluent readers. In
addition to repeated reading, becoming a fluent reader takes time and
practice. Reading fluently means being
able to read smoothly and quickly with ease. In
this lesson, children will learn how to become fluent readers by
rereading decodable words in decodable words in connected text.
1. Chalk and Chalk
3. Fluency cards (one
4. Multiple copies of
Flea’s Sneeze by Lynn Downey, Scholastic Inc: 2001.
Introduce lesson to students. "Today we are all going to work on becoming
fluent readers. Being a fluent reader
means that you can read smoothly and quickly.
Becoming a fluent reader takes time and practice.
Today, we are going to spend some time
reading the same book several times to help us become fluent readers."
- "Fluent readers do not always know
all the words but they read to the end of the sentence or use a silent
cover-up method." (Be writing sentence on the board). "I am going to
use this sentence to show you how to use the silent cover-up method.”
Write sentence: My dad laughs so loud the house shakes. Read the
sentence. Point to the words and have the
students read sentence slowly while I demonstrate the silent cover-up
method. M—y dad llll-aaauuu-gghhss ssss-oooo lll-ooouuu-ddd the
hhh-ouu-sss-eee sh-aaaa-kkeess. Now, have class read sentence fluently.
"Who can tell me the difference in how we read that sentence? Which sounds better?"
- Divide children into pairs. Teacher write sentence on the board: For
lunch, I am eating a chicken sandwich with fries. Have
students copy sentence on their own paper. Have
them read sentence to one another using silent cover-ups.
Have children continue reading sentence till fluent. Walk around to check children’s fluency. After a couple of minutes, ask children, "Can
you read the sentence better now after you practiced or the first time
you read it?"
- Pass out books The Flea’s Sneeze. Have children pair up with a partner. Explain fluency card (see below). Have them
take turns reading a page to one another. After
read through once, have children switch- read the opposite page they
did not read before (Give them 15 minutes to do this).
After children have read through book twice, in pairs have
them assess one another by filling out a fluency card.
Collect fluency cards. "Okay,
now we are going to read the book all together as a class. We will go
around the room and each read for one minute fluently.
I will tell you when to stop." (# words x 60/# sec =
formula for 1 minute read)
- Assessment: Observe children’s
reading in pairs. Go around the room and
listen to each pair read. Take note of
fluency cards- look at children’s assessment of one another. Do one minute reads- time and assess their
oral reading of the book.
L. (2000). The Flea’s Sneeze. New York:
Scholastic, Inc., 2001.
Ready, Set, Read! By
Fluency card: Put a check in the box.
I noticed that my
After third reading
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