Miss Snow's Reading Lessons
Fishing for Fluency
Growing Independence and Fluency
Kate Snow
Rationale:
Fluency is when a child is able to read with automatic word recognition. In order to comprehend texts, children need to be able to read fluently. Students must be able to read decodable words and re-read them in texts. The students must also learn how to crosscheck along with reading and decoding and then be able to re-read the story in order to improve their fluency. The students must mentally mark irregular words and trends they see. Pace, comprehension, and fluency all go hand in hand when it comes to the student being able to read efficiently. Fluency enhances comprehension for the student. It is important for the teacher to provide models and scaffolds to assist in the students moving from decoding to automatic sight words and on to fluency when reading. Repeated readings offer build sight vocabulary and help build up fluency. The formula (words read x 60/seconds) can be used to determine the student’s words read per second and can help track student’s improvement.
Materials:
1. Whiteboard and dry-erase markers for teacher
2. Class set of Curious George Goes Fishing
3. Sample sentences for the teacher to model
4. Stop watches for each pair of students
5. Comprehension Questions Worksheets
6. Peer fluency sheets for students
7. Peer fluency sheets for teacher
Procedure:
1. Explaining -- Say: Today we are going to become masters at being fluent readers! Every reader must know how to read fluently. Does anyone know what being a fluent reader means? Fluency is being able to read words easily, correctly, and at a smooth pace. If you are able to read fluently then you are better able to focus on what is going on in the story. Being a fluent reader allows you to comprehend the text better and then that will allow you to read the story with great expression. Now we are going to get some great practice with fluency and reading with expression.
2. Modeling -- Say: I need everyone to look at the board and try to read the sentence I wrote. Look at that big elephant. Let’s all pretend that we are not yet fluent readers. Lllllooooookkkkk aaaat thhhaaaatttttt bbbbbigggg eeee… Since I am not fluent, I would probably have to sound out the word elephant. I would have to first try to decode that word. I would first have to put each sound together in the word elephant. /e/ /l/ /e/ /f/ /a/ /n/ /t/ then I would say ele-ph-ant then by using the rest of the sentence to figure out the word. The ph makes an /f/ sound. That word must be elephant! Now I am going to read the whole sentence. Look at that big elephant. (Don’t use expression yet, just read smoothly) Did you see how I worked to figure out the word I didn’t know and then I was able to read the sentence all together? That is called decoding and I also used crosschecking. Now I am going to try to add some expression to the sentence since I know what it says. Look at that big elephant!!!! (Add a lot of emphasis) Did you see how I was able to say it with expression since I understood what was going on? That is what you can do when you are a fluent reader.
3. Self-help Strategies -- Say: When we were reading our sentence earlier was I able to read like a fluent reader immediately? No! I had to decode and use crosschecking. I also had to learn how to read with expression after I figured out all the words. I used my strategies that I have learned to help me learn to read more fluently. By using these strategies I was able to figure out the words and then use my self-help skills to be able to remember the words next time I read them.
4. Reading a Whole Text -- Say: Now we are all going to get a chance to practice being a fluent reader by reading, Curious George Goes Fishing. We are going to start by reading silently to ourselves. This story is about George, a very curious monkey who sees someone fishing and decides he needs to try that out. You will have to read the rest of the story to see what George thinks about his fishing experience. Now I need everyone to read silently. This means that your lips will be silent and not moving. Ok everyone begin and find out what happens to curious George!
5. Partner Reading / Practice -- Say: Now we are going to each get with a partner and you will all get an opportunity to show your new fluency skills to your partner. (Give each group a stopwatch and something to record times and observations) One partner will be reading first and the other partner will be the timekeeper and note taker. The first partner is going to read the story three times. The text we are going to read is just the first 10 pages of Curious George Goes Fishing. The first read through doesn’t have to be timed. The second and third time I want the second partner to be keeping track of the time it takes their partner to read it. Notice if your partner reads with fluency and if they are reading with expression. Also note if they change how they read after they have read each text a few times through. You should be able to see improvements in fluency and expression. Now I want everyone to be a good partner and participate. Be encouraging to your partner and I will be walking around if you need any help. Remember to keep track of the time it takes your partner to read and what improvements that make. These will be turned into me at the end. Everyone start now!
Peer Fluency Sheet for Students to record with:
Total number of words in the 10 pages read:
Reader:
Timekeeper:
1. _____ words in _____ seconds
2. _____ words in _____ seconds
3. _____ words in _____ seconds
What changes did you notice?
6. Individual Reading Practice -- Say: Now I am going to get each student to come up to my desk and we will read together one on one. This will allow me to help you if needed and to see how great you guys are getting at being fluent readers. I will start calling you up one by one now! (This is a way for you to collect data from the students easily and see who still needs improvement. To help monitor fluency, you can use the formula (words x 60/seconds) and this will allow you to see how many words your student is reading per minute. Mark improvements and miscues while you are working with the students.)
Peer Fluency Sheet for Teachers to use:
Student Name:
Words x 60/seconds:
Improvements:
Miscues:
7. Reader Response -- Say: Now because we have already read the book a couple times we are going to answer a few simple questions to see how well you comprehended the actual content. These are to be done independently and then turned back into me. (Hand out sheets with questions)
Reading Comprehension Questions:
1. What did George make a fishing pole out of?
2. What did George put on the hook to attract fish?
3. What did George end up doing with his string instead of fishing?
8. Assessment: For teacher: Use the information you received from the Student Peer Fluency sheet and see how each student did in the partner work. Then review the fluency sheet you used with every student and look at the numbers you got from the formula. Then last, look at the answers to the reading comprehension questions and see how each student did in comprehending the story.
References:
Wolanek, Madison http://madisonwolanek.wix.com/lesson-designs#!growingindependenceandfluency/c13dq
Hadcock, Savannah http://savannahadcock.wix.com/wildaboutreading#!growing-fluency/c1m3p
Rey, H.A. Curious George Goes Fishing
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