Hats Off to Fluency!
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Rationale: This lesson is designed to improve student’s reading fluency. Reading fluency allows students to be able to read words without having to decode. Because students aren’t having decode each word they read they are able to focus on comprehension and reading fast with and with expression. In this lesson, students will learn the tools that they need to become a fluent reader through modeling and practice. To do this, students will use crosschecking after readings of a decodable text and reread the text to gain fluency and confidence in reading.
Materials: Pencils, stopwatch and timer, coverup critters, I want my hat back by Jon Klassen , fluency checklist, reading time log, partner reading progress sheet.
Procedures:
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Say: “All really good reader must first learn how to read fluently. Does anyone know what it means to be a fluent reader?” (allow a couple of students to answer.) “You are right! Being a fluent reader means to recognize each word on the page quickly and without having to decode it. Because fluent readers already know that words they can better understand the meaning of the story and get to read book faster.
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Say: “Now we are all going to practice together. I will read this sentence out loud and I want you to listen. While you are listening, I want you to determine if you think that I am a reading fluently. "My friiiiiendddd Paul hmm pal oh wait no Pauuull lossssst his hat outsiiiiiideeee oh outside" .Now did that sound fluent to you guys? You are right I didn’t think so either. Let’s try again with my cover up critter. My friend Paul lost his hat outside. Now who understood that sentence better?
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Say: “Now what made the sentence the second time easier to understand? (ask the class for input). You are right the first time I had to correct myself a lot, it also took me a while to read the sentence while the second time was a lot faster. It takes practice and time to be a fluent reader but having your coverup critter and rereading books and sentences makes for good practice.
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Say: “Now class it is your turn to practice reading fluently. Today we will read I want my hat back.” This book is about a bear who is looking for his hat. He asks many of his friends in hopes of finding it. Do ya’ll think that he will find his hat? Well we will have to read and find out!
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(Give each student their own copy of the book) Say: You will start by reading the book silently to yourself. Once everyone has finished you will pair up and read the book one at a time while your partner times you. (pass out timers). The reader will read the story two times, and the student keeping time will write down how much time their partner took to finish the book each time. As your partner reads make a not of whether they are using expression, keeping a good pace, and reading fluently. When each partner is finished take a minute and discuss the things that came to mind during their reading. Each partner should read once and be the timer once.
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Say: Now are there any questions? Remember to listen carefully and provide helpful feedback to your partner. When you are reading do the best that you can and if you don’t know a word do not be afraid to get out your coverup critter. I am going to walk around if you have any problems or need help. (walk around room and observe and provide help if necessary).
Assessment:
Verbal discussion prompts (as a class):
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Who were a few animals that the bear asked if they had seen his hat?
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How did the ending make you feel?
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Why do you think the rabbit took the bears hat?
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How do you think the bear felt when he lost his hat verse when he found that the rabbit had taken it?
Individual written assignment:
Say: “On the piece of paper I supplied each of you, I want you to complete a journal entry about the story. Keep the following questions in mind… Have you ever lost anything? Did you think that the rabbit had taken the bear’s hat? If you had a hat what would it look like? Be as creative and descriptive as possible as you write you entry.” (collect each student’s when finished and fluency checklist)
Book title: I want my hat back
Reader’s name: _____________
Listener’s name: _____________
After 2nd reading: After 3rd reading:
_____________ _______________ Remembered more words
____________ ________________ Read faster
_____________ ________________ Read smoother
_____________ _________________ Read with expression
(words X 60) / seconds= WPM
0--- 10 --- 20 --- 30 --- 40--- 50 ---60 ---70---80---90---100
Correct words per minute!
Resources:
http://wp.auburn.edu/rdggenie/
Book: Klassen, J., & Candlewick Press. (2011). I want my hat back.
Lindsey Hogan "Feeding on Fluency" https://lch0027.wixsite.com/readingiscool/growing-independence-and-fluency
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