​
​
Rationale: Fluency in reading is the ability to recognize words quickly, accurately, and automatically. Automatic word recognition allows children to read with expression and add emphasis; more importantly, it allows for reading comprehension. Students will learn to read fluently through reading, decoding, crosschecking, mental marking, and rereading. Students will improve their reading rate and grow into confident, fluent readers.
Materials:
-
Stopwatches for each pair of students
-
Class set of the Educational Insights decodable book Stu's Tune
-
Sample sentences for teacher to model (written on board)
-
Peer evaluation worksheet for each student
-
Cover-up critters for each student (popsicle stick with ‘googly eyes’)
-
Comprehension worksheet for each student
Procedures:
1. Say: “Today we are going to work on becoming masters at fluent reading! Every reader must learn how to read fluently. This means you are able to read words easily and correctly. Being a fluent reader allows you to understand the text and gives you the chance to read the story with expression to make it more exciting! We can practice this by reading the same book more than once. Each time we read it, we will be more familiar with the words. This is called repeated reading.”
2. Say: “Let’s see the difference between a fluent and non-fluent reader” (sample: I have a song stuck in my head.) A non-fluent reader may read it like this: I h-aa-vv-e a ss-ooo-nn-g ss-t-uuu-ck ii-nn m-y hh-eaa-d. When I read it slow and stretched out, it is hard to understand what I read. But if I read it again, I can try to read it faster and smoother: I have a ss-oo-ng s-tuu-ck in my head. That was a little more fluent, but I think I can read it even better! [Read smoothly and with expression] I have a song stuck in my head! That time, the words flowed smoothly and it was easy to understand what I read. That is how a fluent reader would read the sentence. Now you try reading the sentence fluently. [Have students read sentence aloud and practice using expression].
4. Say: “Everyone must practice to become a great reader. When I first read the sentence, it was difficult because I had never read it before. I had to spend time decoding the words. When I read it again, it was a little easier because I had already decoded it. When I read it the third time, I was able to say it smoothly and add expression. I became fluent in reading by rereading. That is how you can become fluent readers too!”
5. Say: “To practice reading fluently, we are going to read this book called Stu’s Tune. In this story, a boy named Stu listens to a song he likes. He listens to it a couple of times, but now he starts hearing it everywhere! Do you think Stu will still like the song by the end? Do you think he will ever stop hearing it? Let’s read to find out what Stu does.
6. Tell the students to get in pairs. Each student should receive a copy of the book, a cover-up critter, evaluation worksheet, comprehension worksheet, and one stopwatch per pair of students. Say: “Now we are going to practice reading fluently by working with a partner. Each of you will take turns reading the story. You will each read it three times. Remember to crosscheck and use your cover-up critter to help you figure out words if you get stuck. While you read, your partner will time you by using the stopwatch. Start the stopwatch when your partner starts reading and stop the stopwatch when your partner finishes the story. Record the time on the worksheet. Your partner will be listening closely to see if you are reading smoothly and with expression. Remember to use kind words when discussing with your partner. After you finish reading and recording, discuss the book with your partner. Each person should then fill out their reading comprehension worksheets.”
Assessment: Walk around the room to observe and monitor students’ reading and recording. Have the students turn in their worksheets when they are finished. Review them to see if fluency improvements were made. Calculating words per minute can be helpful [Words per minute formula: (Words read x 60) divided by total seconds it took to read the text]. Words per minute can be represented on individual student fluency charts with a music note traveling out of a trumpet. Review the answers to the reading comprehension questions to see how well the students understood the story.
​
Peer Evaluation Worksheets:
Speed Record
Name:
1st time:
2nd time:
3rd time:
​
I noticed that my partner…
After 2nd After 3rd reading
Remembered more words
Read faster
Read smoother
Read with expression
Reading Comprehension Questions
1) How did Stu feel about the tune in the beginning?
2) What instrument did Stu’s dad play the tune on?
3) How did Stu’s friend Jules play the tune?
4) Where does Stu run to when he leaves his house?
5) What is the last thing Stu does?
Resources:
Book: Cushion, S., & Kornblum, R. (1990). Stu’s Tune. Carson, CA: Educational Insights.
Similar lesson: Blair, Audrey. Don’t Monkey Around with Fluency
http://abb0036.wixsite.com/funwithreading/growing-independence-an
