Rationale: To become a stronger, more confident reader the ability to read fluently becomes a vital task. To be fluent means a reader is able to recognize the words quickly and accurately. Once we are able to read fluently we can better understand the meaning of a text rather than trying to focusing on decoding it. Students will learn to read fluently by decoding, crosschecking, rereading, and mental marking. The student will be able to better understand and enjoy our book, Olivia, once fluent.
Materials:
· Timers (enough for pairs)
· Pencils
· Paper
· Peer fluency sheet (enough for every student)
· Copies of Olivia (enough for every student)
· White board and markers – reading questions written on board
· Poster with “What clothes will the little pig wear?” on it. Along with some visuals to go along with the message.
· WPM chart printed out (every student)
Procedures:
1. Say – Hello class, today we are going to learn how to become a fluent reader. Does anyone know what it means to be a fluent reader? Once we are fluent readers, we can begin read all types of books. When we are fluent we can read effortlessly and with expression, or emotion towards the story. Whenever we become fluent, we can improve our understanding of what we are reading and what the meaning behind this reading is. So let us work today to become more fluent readers!
2. Now let’s practice fluency with this sentence I have written on this poster. Poster will say - “What clothes will the little pig wear?” Now I am going to read the sentence out loud and I just want you all to listen right now. Then I want you to think about if my reading sounds fluent or not. “What c-l—ooo-clo-th-s will the little pig wear? What cloths will the little pig wear?”. Wait, that doesn’t make any sense. (Re read sentence clearly.) Oh, what clothes will the little pig wear. See how when my sentence did not make sense, I went back to read it and I figured it out. This is called crosschecking and I want you all to do this when you see that what you read is not making sense.
3. Say- “Now class who thought when I read it the first time I read like a fluent reader?” After a brief pause I wall say “Good for those of you who didn’t raise your hand, why?” After a brief discussion I will say “You’re correct! I read the words slowly and did not decode them correctly and the sentence did not make any sense. – the little pig wouldn’t wear cloths, she would wear clothes. But the second time I was fluent because I read it effortlessly and the sentence made sense.
4. Now that we have learned what a fluent and non-fluent reader is and what each of them sounds like when reading, we are going to practice our fluency. We are going to practice by reading the book Olivia. This is a story about a little pig named Olivia who has a lot of energy and ideas, but tends to wear people out. Let’s see what kind of things she can get into to wear her mom out.
5. Now I am going to pair you up with a partner so we can all begin working on our fluency. Each student will receive a peer fluency sheet and a timer. Whoever is tallest in your pair is going to read first. Whoever is not reading, I want you to keep track with the timer. (Demonstrate how to work timer). Whoever is reading will read three times and then you will switch. The first time you read, do not time your partner, just listen. Then I want you to time the second and third time and I want you to write their time down and write if they have expression and fluency. Write down any changes you notice with the second and third reading. After you both are finished reading, I want you to talk through what you wrote down. Listen to what your partner has to say.
6. Repeat directions once again and please ask any questions you may have. Be respectful to your partner and listen when they are reading. Do your very best when reading so you can improve your fluency and we can all become better readers. Remember it is okay to use decoding and if the word does not make sense remember to crosscheck. If there are no more questions, you may begin.
7. The teacher will walk around to make sure students are following directions. Once groups are done, sheets will be collected and calculate fluency/WPM by using the formula – words x 60 / seconds.
8. After students are done, students will be called up one by one to assess their fluency. This will start by encouraging them and telling them how their fluency has improved. Give them a WPM graph and put a star/mark where they are on the scale to encourage this motivation. Students who are done reading will be completing answering the following questions about the book. (Have these questions written on the board)
· What were some of the outfits Olivia tried on (name 2).
· Who is in Olivia’s family?
· What does she like to do at the beach?
· What does Olivia do when it’s raining?
· What did Olivia and her mom do together?
Fluency checklist:
Title of book: ______________________
Student’s name: ____________________ Date ________________
Partner’s name: _____________________
After 2nd Reading After 3rd Reading
________________ ________________ Remembered more words
________________ ________________ Read faster
________________ ________________ Read smoother
________________ ________________ Read with expression
(Words x 60)/seconds=WPM
0 - - - - 10 - - - - 20 - - - - 30 - - - - 40 - - - - 50 - - - - 60 - - - - 70 - - - - 80 - - - 90 - - - 100
Correct Words Per Minute
References-
Falconer, Ian. Olivia. New York: Atheneum Books for Young Readers, 2000.
Wildly Independent Reading. Rachel Allen. https://rja1997.wixsite.com/lessonsbyrachel/growing-independence-1
http://wp.auburn.edu/rdggenie/home/lessons/fluency/
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