Rationale: This lesson will help students develop fluency as they read. To be fluent, it is important for children to automatically recognize words correctly in order to increase comprehension. This lesson focuses on developing a student's ability to read quickly and smoothly so that they can understand the text better. With a partner, students will conduct one minute reads on the same book three times each in order to develop fluency.

 

 Materials:

• Cover-up critter (1 for each student)  

• Markerboard

• Dry Erase Markers

• 1 book of Bud the Sub for each group

• Stopwatch for each group

• Fluency Chart- Boat coasting across the ocean (# of words) to an island (Assessment)

• Fluency Rubric (1 per student)

 

 Fluency Rubric:

          Reader: ______________  Listener: ______________ Date: ________

I noticed that my partner: (Put an X in the blank)

                                                         After 2nd      After 3rd

Read faster                                _______     _______    

Read smoother                        _______     _______

Read with expression           _______     _______

Remembered more words  _______     _______

 

Procedure:

• Say: In order to be successful readers, we have to learn how to read fluently. So today, we are going to work on developing our fluency when we read. Reading fluently helps us recognize words automatically which helps with comprehending a story because you do not have to sound out each word.

• Pass out a cover up critter to each student. Write the word "clock" on the board. Model how to read the word using the cover-up critter. "First, we look at the vowel. It says /o/. Now look at the c. /c/ Add the l sound. /cl/. Put the /o/ and /cl/ together to get /clo/. Now we add the /ck/ sound. We get cl-o-ck." Write the word "brick" on the board and sound it out together as a class.

• Write the sentence "Sam has a cat." on the board. "First, I am going to read the sentence without fluency. Sssaaaammm hhhhaaassss a ccaaaatt. Next, I am going to read the sentence with fluency. Sam…has…a…cat. Do you hear the difference between reading with and without fluency?" Read sentence again. "Sam has a cat. This time I read the sentence with fluency. The more that you read the more fluent you will become.

• Pair students up into groups of two. Pass out the book Bud the Sub. Each student also gets a fluency chart. Give book talk: “Bud the Sub is about a sub named Bud. The sub begins to dive into the water. What will the sub find?” Read story aloud to the class with them following along.

• In each group, one student will be the reader and the other will be the listener. Explain: "We are going to work on developing our fluency by rereading during paired readings. You can't skip any words. At the end of the story, count the number of words that you got correct, and mark it on your sailboat fluency chart. Swap jobs with your partner. Repeat until each has read three times." Be sure to model how to fill out the rubric.

• To assess how they are doing, I will call up each student to my desk one at a time and have them read Bud the Sub. I will make miscue notes and count the number of words they read correctly and mark it on their fluency chart. I will also ask some comprehension questions to see if they understand the story:

• Who is Bud's boss?

• What does Bud rescue?

• Is Bud successful?

 

 

 

References:

https://sites.google.com/site/msmerritts1stgradeclass/guided-fluency