Rationale: One vital component of reading and reading comprehension is reading with fluency. To read with fluency you need to be able to read with automatic word recognition. When readers can recognize words effortlessly and automatically, they can work full time at getting the message of the text, resulting in drastic improvements in reading comprehension. This lesson was designed to help readers become more fluent through repeated readings and timed readings. Reading, re-reading, and decoding all help develop fluency. In this lesson, students will be able to read texts smoothly, quickly, and with expression, therefore improving fluency.

Materials:

• Sample sentences on white board for the teacher to model

• Sentence strip that reads: “I like to swim in the water.”

• Peer fluency sheet (one for each student)

• Cover-up critter (popsicle stick with googly eyes)

• Pencils and paper

• Recording Record Time Sheet

• Timer/stopwatch (for each pair)

• Teacher fluency check (one for each student) with comprehension questions attached

• Class set of Frog and Toad Are Friends by Arnold Lobel

 

Fluency Checklist:

 

I noticed that my partner…

 

After 2nd Reading:

After 3rd Reading:

 

-Remembered more words? Yes or No

-Read faster? Yes or No

-Read smoother? Yes or No

-Read with expression? Yes or No

 

Time Record Sheet:

Name: ___________

Date: ____________

1st Reading: ____________

2nd Reading: ____________

3rd Reading: _______________

 

Procedure:

1. Begin the lesson by saying, “Okay class, today we will be learning about how to become fluent readers. Does anyone know what the word fluent means? (Wait for response). When we are fluent readers, we can recognize words automatically, which means we don’t have to stop our reading to analyze each word. To be a fluent reader means we begin to read quickly, smoothly, and with expression. When we have fluency while we read, we can comprehend what we read, making our reading more pleasant. Also, when we read out loud to others and our reading is fluent, and our stories are more enjoyable to others.” It’s quite similar to learning how to walk. When learning how to walk, you can’t just automatically start moving forward fluently, or you’ll get hurt. Of course, walking takes practice and encourages step by step instruction, like decoding a word. But after practicing enough, if we can move forward automatically, it can come out effortlessly just like when we fully read a sentence without hesitation.

2. Next, the teacher will display the sentence strip on the board which reads: I like to swim in the water.” Say: “Aside from learning about walking, I want you to listen to how I read the sentence on the board. (read by separating each sound in each word) I-I   l-l-i-i-k-k  t-t-o-o s-sw-i-i-m-m i-i-n-n th-th-e-e w-w-a-a-t-t-er-er. That was very hard to understand. Let me try to read it again (This time read a bit faster and a bit more fluently). Even though that was better, I still did not get the full message. Let me try to read it one more time (This time read quickly, smoothly and with a lot of fluency). Aha! I like to swim in the water! Now it makes sense! See how I had to re-read it a few times so that I could really understand the message?” Ask: “Which reading was easiest for you to understand and easiest to follow?” (Wait for response). “The first time I read the sentence a few times, I was able to read with fluency and with a lot of expression. This made it easier to understand and easier to comprehend that I like to swim in the water. It’s just like learning to walk. The more and more you practice and move forward, the stronger and better you are at doing it without stopping. So, this is the reason why becoming fluent readers is so important. I want each one of you to become fluent readers, and today we are going to work on that. Let’s get started!”

3. Next say: “When you come across a word you do not know, you can use your cover up critter to figure out the word. I will show you and example.” (Write the word stock on the board). “I am going to pretend that I do not know how to say this word, and I will use my cover-up critter to help me. First, I will start with the vowel and cover up all the other letters in the word. The vowel in this word is o, and I know that o=/o/. Then I will uncover the letters before the vowel. So, in this word, I have s and t, which say /s/ /t/. Then I will include the vowel with my first two letters, and I will get /s/ /t/ /o/. Now I will uncover the remaining letter, t. I know that this letter makes the /t/ sound. When I put all the sounds together, I get the word stop. This process is so easy and fun! If the cover-up critter does not work after trying it for a while, I can also ask my neighbors to help me figure out the word.”

4. Engage the students in a book talk about Frog and Toad Are Friends. “This clever Frog tries to find a way to rouse his sleepy friend, Toad. When Frog doesn’t feel well, Toad tries to tell him a story when, all the sudden, Toad loses a button*gasp* Oh no! poor Toad! How do you think they will problem solve in order to find Toad’s button? Let’s read and see what the two friends do to find Toad’s button!

5. Next, the teacher will explain to the class that they will be participating in a repeated reading with their assigned partner. Say: “We participate in repeated readings because they will help us become more fluent readers. The more we read, the better we become at reading. I am going to read the first chapter aloud to you, and I want you to follow along in your book. I am going to read with as much fluency as I can, so I want you to pay careful attention as I read. (Read first chapter aloud smoothly with expression and enthusiasm).

6. Now the teacher will divide the students into reading partners (preferably one struggling reader paired with a successful reader). The teacher should assign each pair a different spot in the classroom in order to eliminate any distractions. Each group will receive a copy of Frog and Toad Are Friends, a timer, a fluency checklist, a pencil, and a reading time sheet.

7. Once students have been assigned a partner and are in their designated spot in the room, the teacher will give instructions. Say: “In this activity, one of you will be the reader, and your partner will be the recorder. The student whose birthday is coming up first will be the first reader. As the reader, you will begin reading when your partner tells you to. You will read the entire first chapter and your partner will time you. This is not a race, so there is no need to rush! There will be no winner or loser. It’s not a competition. This activity is to help us improve our fluency, not out reading speed, so be sure to take your time. After you have read, you will become the recorder and your partner will be the reader. You will tell your partner when to begin reading. That will be your cue to start the timer. Time your partner until he or she has finished the whole first chapter; when they are done, be sure you stop the timer. Write his or her time on the time sheet. Then you will fill out the fluency checklist based on how your partner read the selection. Once you have filled out both sheets, you will switch tasks again. You will do this three times each, so you will each read the chapter 3 times, and you will each have a turn to be the recorder three times.”

8. Just like watching someone else walk for the first time, we like to watch someone else do it first to see the full outcome. So, for this activity, before beginning, have a student volunteer come up to the front of the class to model with you so that each student understands what to do for this activity.

9. While the students are working and reading, you should walk around the classroom to monitor the progress of each pair. Help when needed.

10. Assessment: The students will assess one another by completely the fluency checklist and the time record sheet. The teacher will assess each student’s fluency using the following formula to determine students’ words per minute.

​

(Word X 60) / seconds

 

• The teacher will also assign each student to write a complete paragraph based on what he or she read in this first chapter. This will help the teacher determine the student’s comprehension of the selection. 

 

• Students will also answer comprehension questions:

 

• Why do you think Toad isn’t getting out of bed?

• Why was Toad sleeping since November?

• What character trait would you use to describe the main character and why?

• What can you do to help a friend feel better?

 

References:

Murray, Bruce. The Reading Genie “Developing Reading Fluency”

http://webhome.auburn.edu/~murraba/fluency.html

 

Eason, Samantha. Reading Lessons “Flipping for Fluency”

https://samanthaeason1999.wixsite.com/mysite/growing-independence-fluency-design

Lobel, Arnold. Frog and Toad Are Friends. New York, NY: Harper Collins, 1970. Print.