Learning to Read is No Wonder

Growing Independence and Fluency

RATIONALE

To be a successful reader, one must learn how to read automatically, fluently, and consistently. Fluent reading is necessary for our better comprehension, expression, and speed of reading. Instead of focusing on decoding every word, students who read fluently can reflect on what they are reading. Through practicing reading, decoding, cross checking, mental marking, and rereading, students will build confidence in fluently reading and become excellent readers.

MATERIALS

Timer/stopwatch for each pair of students
Sample sentences on the whiteboard for the teacher to model
Peer fluency sheet (one for each student)
Reading rate forms for teacher
Teacher Fluency Checklist (one for each student) with attached comprehension questions
Pencil for each student
A copy of Junie B., First Grader: Toothless Wonder (Junie B. Jones, No. 20)
Coverup critters for each student

PROCEDURES:

1. Say: “We are going to achieve one of our goals of becoming fluent readers in class today! Does anyone know what a fluent reader is? [Calls on students to answer.] A fluent reader is someone who can read with automatic word recognition which allows them to read quickly. Everybody wants to become a fluent reader because fluent readers understand stories much better and it makes reading easy. Reading becomes even more fun when you are a fluent reader! With practice we can all be fluent readers so let's get started!”

2. Say: Have you ever read a book and ran across a word you don’t know? Does anyone remember what strategy we use when we come across this situation while reading? [Wait for students to respond]. That’s right, we use cross checking! Listen as I model how we use cross checking when we come across a word we don’t know. [Write sentence “I paid a dime for that book.” on the board] I might read this sentence as “I paid a /d//i//m/ ...” hmm that doesn’t sound quite right, let me finish reading the sentence, “for that book.” Now I am going to reread the sentence to get back into the story. “I paid a dime for that book.”

3. Say: “Now class let’s think back to when I read the first sentence when I got stuck on the word dime. To figure out what the word was, I had to reread the sentence from the beginning and try to figure out what the word sail said; I pronounced it like the word dim. The sentence was very confusing, so I reread the sentence to figure out what word would make the sentence sound correct. This is another example of cross checking!”

4. Now pass out “Toothless Wonder” by Barbara Park to each student. Say: “We are going to practice being fluent readers by reading “Junie B., Toothless Wonder” by Barbara Park ! BOOK TALK: “In this book, Junie B. is the first one to lose a top tooth in her class! A blessing or a curse? Have any of you lost a tooth before? [wait for student responses] I wonder how Junie B. feels about this… Let’s read the book to find out”

5. Students will read the whole book silently to themselves, each child will be given a copy of the book along with a coverup critter. Then they will read the book to their partner without helping them or without getting frustrated. To keep students on task the teacher will walk around the classroom during this reading time and give 10-15 minute for the students to read the book.

6. Pass out the recording sheets and stopwatches to each group. Say: “We are going to play a game to test everyone’s fluency! Put your listening ears back on to understand how to play. Reader 1 is going to start the game off and Reader 2 will be in control of the timer. Reader 2 is going to time how fast Reader 1 reads the first two pages. Reader 2 will then record the time on the sheet that I have handed out. You and your partner will switch jobs after Reader 1 is done. You will each do these three times. As you listen to your partner read the pages aloud, I want you to be listening for how their reading changes each time. Do they remember more words, do they read with more expression, meaning more facial movement and change in their voice? Please mark these changes you notice on your paper.”

7. When they are finished with their partner work, have one student at a time come to your desk to read the first two passages to you. They will bring their record sheet, so you can attach it to the back of their assessment sheet. As they read you will time them on the paragraph read aloud and use the formula given to record how many words per minute they read.

8. Finally, the students will answer reading comprehension questions about the book to measure their comprehension of the reading.

READING COMPREHENSION QUESTIONS