Fluency is “Beary” Awesome

 

 

 

 

 

 

 

 

 

 

Rationale: A student must be able read fluently in order to become a skilled reader. Fluency is a major milestone in learning to read because when students can read fluently, they can focus on reading comprehension. Fluency also indicates that nearly all of the words are in the reader’s sight vocabulary. As a fluent reader, students can read more quickly, effortlessly, and with expression. When students become fluent readers, books become much more interesting, and they can read a wide variety of texts. In this lesson, students will learn strategies and skills through modeling and practice to help them become fluent readers. With repeated readings, students will be on their way to reading fluently!

 

Materials: Corduroy by Don Freeman, stopwatch, coverup critters, checklist for partner readings, comprehension worksheet

 

Procedures:

 

1. Say: Today we are going to work on becoming fluent readers. Reading fluently means you are able to read smoothly, effortlessly, and expressively. When you read fluently, reading becomes more fun and more interesting so it is important that we become fluent readers!

 

2. Say: Reading fluently is a process that doesn’t happen overnight. Sometimes you will come across an unfamiliar word, but don’t be discouraged. If you come to an unfamiliar word, remember you can use your coverup critter to help determine the word. Let’s take the word, “Corduroy.” Take the coverup critter and uncover the first letter, c. We know c=/c/. Now move the coverup critter to uncover the second letter, o. Usually o=/o/ but since the third letter is r, we know that or=/or/. So we have /C/ /or/. If we move the critter again we see a d, and we know d=/d/. Next we have ur and ur=/ur/. Finally, we uncover the o and y and together oy=/oy/. So now we can blend the sounds together. /C/ /or/ /d/ /ur/ /oy/. Corrrdurroyyy. Oh, Corduroy! That’s right!

 

3. Say: Today, we are going to read the book called Corduroy. Corduroy is a teddy bear that lives in a toy store. Everyday he hopes someone will come buy him and take him home. The only problem is Corduroy is missing a button. So, Corduroy goes on a mission to find a button to sew on his overalls. Will he find a button? How will he sew it back on? You’ll have to read to find out!

 

4. Say: Before you read Corduroy, I am going to show you what reading fluently sounds like. First, I am going to read without fluency to show you the difference. Corrdurroyy. Oh! Corduroy is a lllittle bber? Oh! Corduroy is a little bear! In this example, I read without fluency because I read slowly and struggled with some words. Here’s what it would sound like if I read the sentence with fluency. (Read the sentence smoothly and with expression). Corduroy is a little bear who once lived in the toy department of a big store. Did you hear the difference? In this example, I was able to read effortless and automatically, and I even added expression.

 

5. Divide the students into pairs. Have the students take turns reading to each other three times while completing the checklist tracking their fluency progress.

 

6. In order to be successful readers, students not only have to read fluently, but they also must have reading comprehension. Have the students complete a worksheet focused on comprehension questions to assess their reading comprehension. Comprehension questions may include: Did Corduroy find a button, and if so, where? How did he sew it on? Who took Corduroy home?

 

7. Finally, after students turn in their comprehension worksheet, calculate each students’ reading per minute (words x 60/seconds).  This will give you an accurate measure of the student’s reading speed and comprehension.  It will also allow you to track their fluency progress.

 

Resources:

 

Partner Reading Checklist:

 

 

 

 

 

 

 

 

 

 

 

 

Freeman, Don. Corduroy. Viking Press, 1968.

 

Harbarger, Connally. “Wildly Learning Fluency.” https://sites.google.com/site/msharbargersreadinglesson/home/ms-harbarger-s-growing-fluency-lesson-plan

 

Stone, Mallie. “Bear Necessities For Fluency.” http://mvs0002.wix.com/msstonesstudies#!growing-fluency/c6mc

 

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