Growing Independence and Fluency

It’s Fluency Day, Mouse!

Rationale: This lesson focuses on improving fluent reading. Fluent reading is when the reader comprehends nearly all words as sight words as well as where their speed and expression reading is the result. Students need to practice expression, pace, and comprehension if they want to read effortlessly and automatically. Through using strategies while reading like decoding, crosschecking, mental marking, and rereading, students will be able to improve their reading and grow to become more fluent and independent readers.

Materials:

Timer/stopwatch for each of the pairs
Sample sentences on white board for the teacher to model
Peer fluency sheet (one for each student)
Reading rate forms for the teacher
Teacher Fluency Checklist (one for each student)
Pencil for each student
Class set ofthe book It’s Pumpkin Day, Mouse!, by Laura Numeroff

Procedures:

Say “Today we are going to practice being fluent readers. Does anyone know what it means to be a fluent reader? (Call on students to answer and then explain) A fluent reader is someone who is able to read quickly and accurately because they are able to recognize the words on the pages. Since we instantly know what each word means it makes reading so much more enjoyable! Practice is very important to becoming a fluent reader.

Say: “First we are going to look at a sentence together. I will read this sentence out loud and I want you to listen to it as I read. While you are listening, I want you to decide when I am reading fluently. (Point to the board with the sentence). “The p-uh-mm-k-i-n is s-c-ur-y. (Now use the coverup critter for the second time) “The p-um-kin is sc-a-ry.” Oh, pumpkin!

Say: “Now I want you to hold up one or two fingers based on which sentence you think I was reading fluently for. One finger if you think the first sentence I read was more fluent and two fingers if you think it was the second. (Allow students to think and then raise their hands to answer the question). (for the students that have two fingers held up) why do you think this time I was reading fluently? (Call on a student with two fingers up to answer this question). Exactly, I read fluently the second time instead of the first. The first time it took me a long time to try to decode the word pumpkin. When I used the coverup critter to help, I was then able to reread the sentence and read it fluently the second time. Remember that reading fluently means that I can read sentences automatically and smoothly, so I can understand the meaning of it.”

Say: “Now it is your turn to practice reading fluently on your own. Today we are going to read It’s Pumpkin Day, Mouse!. In this book a mouse has seven pumpkins to decorate. He wants to paint and carve each of the pumpkins differently. One is silly, one is sad, one is surprised. But one of the pumpkins is missing and he can’t find it. He sees a scary pumpkin but knows that isn’t his, will the mouse find his last pumpkin to decorate for Halloween? Let’s read this book and find out!”

(Give each student their own copy of It’s Pumpkin Day, Mouse!). Say: “You will start by reading this book silently on your own and then when everyone has finished you will pick a partner and you will each read the book to each other while the other partner is timing you to keep track of your fluency. (Pass out the timers and explain how they should use them). The readers will read the story two times and the student keeping track of the time will write down how long it took the reader each time. As the reader reads, write down whether they are using good expression with voice changes, keeping a good pace, and reading the story fluently. When you both are finished reading, talk with your partner about the story and what you thought of while reading. If one reader is finished, switch so you both time and read.

Say: “Remember while you are timing, listen to the reader carefully and give them helpful feedback. When you are the reader, try to read as fluently as you can. Don’t forget that if you come across a word that you do not know while you are reading, decode, crosscheck, use the coverup critter and then reread the sentence. Now you can start!” (Walk around the room as the students are reading and offer help when necessary).

Say: “After you are finished with your partner, you and your partner will come to my desk to read the first two passages. Bring the record sheet with you. (As they read, time them on the paragraph read aloud and use the formula given to record how many words per minute they read). Then you will each be given the reading comprehension assessment. Have them complete the reading comprehension questions and then discuss them as a class.

Reading comprehension written assessment: