Racing to Fluency

Rationale: Reading fluency is the ability to recognize words quickly, accurately and automatically. The student is transitioning off from being dependent of decoding. Fluency is important for readers because they can focus their attention on becoming quick readers, smooth, more expression and comprehending the content. Over time fluency and speed will improve by participating in repeated reading. Students need to develop sight word vocabulary while practicing fluency. The student will start enjoying reading, by improving their sight word vocabulary, instead of getting frustrated. This lesson will require students to crosscheck throughout this repeated reading of decodable text. This activity will enhance their fluency and independence in repeated and timed reading

Materials: 1.stopwatches(each group) 2. calculators for each group, 3. a copy of ”Don’t let the Pigeon Drive the Bus” by: Mo Willems for each group 4. Fluency chart for each student 5. dry erase board with markers.

Procedure:

1. Teacher says: "To be a good reader you must be able to read fluently. To be fluent reader, that means that you can read words quickly, correctly, and with expression (with FEELING!). If you can read a book fluently it will sound like you are having a normal conversation with a friend. This will help you to understand the story much better and you will be able to recognize what is going on. If I can read the words correctly, and quickly I will be able to focus on the story better! Do you think we can become fluent readers? Yes we can, but only if we PRACTICE PRACTICE PRACTICE! Let's get started."

2. Teacher says: "Have you ever been reading a book, and all of a sudden you come to a word on the page you don't recognize? When this happens you have to stop and sound the word out, which might cause you to forget what was happening in the story. If this happens it is best that you go ahead and finish the sentence then go back and try to figure out that word. After you figure out the word you didn't recognize, reread the word several times, so that it gets easier to recognize while reading. Today, we are going to be reading Don’t let the Pigeon drive the bus several times, so that you can recognize words and so that they become easier for us to recognize.

3 Teacher Models: “The first time you pick up a book you may not recognize some of the words. I am going to read the sentence I have written on the board and model how I want you approach reading your book. The s-u-n, sun, did n-o-t, not shin. The sun did not shin? That can't be right. Sh-iii-n, oh shine! I noticed I had to stop a few times while reading this sentence. Let me try it again. The su-n did no-t shiiinne. This time was much better. Let me try again. The sun did not shine. Much better! I remembered the words after decoding them a few times. Now, I am going to read it again, but this time I am going to try and read it with expression! (Read the sentence with expression). Raise your hand if you could understand the story better when I read correctly and used emotion to read. Yes, it does make it easier when it sounds like I am just talking doesn't it? That's why it is important to read with expression. It helps me understand how the characters are feeling. I read the sentence over and over again which lead me to reading it faster, correctly, and with expression. Now I want you guys to try repeated readings to see if you can become a more fluent reader like I did.”

4. Teacher says: “Now this book, ”Don’t let the Pigeon Drive the Bus” is a story where the bus driver leaves his bus for a little while and asks you to stand guard. And no matter what, don’t let the pigeon drive the bus!! You’re going to have to read to find out how sneaky that pigeon is.”

Give each student a partner. Pass out the book to each child.

“Follow along in your book while I read the first two pages. I am going to read them twice, and then you will do the same with your partner (read it slowly and decode the first time; the second time, improve your reading) just like I showed you earlier. Now it’s your turn, read the whole story one time, then reread it.”

5. Walk around and observe the students as they read with their partner, taking notes.

6. Once every group has read and reread the story, pass out a stop watch and the chart to each group.

“We are going to play a fluency game, “Racing the Pigeon.” Partner one is going to start as the reader, and partner two is going to begin as the timer. Partner two is going to time partner one reading the story, and then he or she will write down the time on the record sheet. You will each do this three times. As you listen to your partner read three times, I want you to listen to how their reading changes. Do they remember more words, does it become smoother, faster, and more expressive, and if so, when do these changes happen? I want you to mark these changes on your paper. Lets begin!”(if you need to assign pages to reread instead of the whole story)

Assessment: After they have completed their three readings and recorded them, and had them compute words/minute, collect the “reports”. Use them for your assessment to see if their fluency improved and which students need more help. Then ask reading comprehension questions about the text they read to see test their comprehension. Consult your own notes that you took while observing the partner reading activity.make sure you help them accurately graph their progress! Encourage encourage encourage!

Peer Fluency Check

Name of Reader: ____________________

Date: _________________

1st Time: ________

2nd Time: ________

3rd Time: ________

I noticed that my partner…

After which read? 2nd 3rd

Remembered more words

Read faster

Read smoother

Read with expression

Teacher Fluency Check

Name of Reader: _______________

Date: _________________

Time: ________

Words x 60/time in seconds: _______WPM

Comprehension:

1. What was this paragraph/ page about?

2. What was the author's main point?

3.What do you think will happen next?

References:

Willems, Mo. Don't Let the Pigeon Drive the Bus. Hyperion Books cc. 2003
The Reading Genie: Developing Reading Fluency

http://www.auburn.edu/academic/education

Reading Racers! By Melissa Harris

http://www.auburn.edu/~mth0009/HarrisGF.htm

Reading graph

The Race is On!