Cheering for Fluency

Lauren Sistrunk

Growing Independence and Fluency Design

 

 

 

 

 

 

 

 

 

 

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Rationale: A reading is considered fluent when most or all words are in the reader’s sight vocabulary allowing for automatic word recognition. Automatic word recognition allows readers to read quickly and smoothly, to read with expression when reading aloud, and to read twice as quickly when reading silently. It also allows the reader’s mind to focus on the message of the text increasing comprehension. In order to build fluency, this lesson will focus on the evidence-based method of repeated reading. It will use the fluency formula: students will read a connected text at their instructional level using the strategies of decoding, crosschecking, and mental marking. They will then reread the text until it can be read fluently.

 

Materials:

• Timer/stopwatch to time each student

• Calculator to determine student’s words per minute

• Paper and pencils for miscue notes and recording assessments

• Cover critter for each student

• Whiteboard and markers

• Sample sentences on a whiteboard for the teacher to model

• Fluency graphs and pictures, preferably personalized for each student for added motivation

• Class set of Delton’s Two Good Friends (1985)

 

Procedures:

1. Say: “Hello class! Today we are going to work on being smooth, speedy readers! To do this, we are going to read a story and then reread it until we have it down pat! Each time you read the story, you will better learn the words you are not sure about, and it will become easier and easier until you can read it quickly and smoothly. You will also be able to better understand what is happening in the story. This is called being a fluent reader, and it is so important! Who has ever listened to someone read an interesting story? Did the reader read the whole book in the same voice at the same volume? No, that would be boring! They added expression so the listener could better understand and get into the book. Once you become fluent readers, you can be great storytellers too!”

 

2. Say: “The first time I read a sentence, it takes me a while to figure out the words I am not sure about. I can figure out a word by using its spellings to get close to what the word is and finishing the sentence to see if I know the word which is called crosschecking. If I do not, I can use my cover critter to break apart the word. Let me show you how I would do this. [Write sentence “There are stripes on my pants.” Read all words correctly except for stripes.] There are ssstttrrriiipppsss, hmm I do not know that word let me finish the sentence. There are strips on my pants? I am still not sure. Let me use my cover critter to break up the word. /s/ /t/ /r/ /I/ /p/ /s/. Oh, there are stripes on my pants!”

 

3. Using text from Delton’s (1985) Two Good Friends, say: “Once I read the story and use my steps to figure out all the words I do not know, I can reread it much faster and easier the next time and even better the next time! Practice makes perfect! [Put sentences on board: “He sat down in Duck’s rocking chair. Then he put his feet on Duck’s table.”] Let me try these sentences from the story you will read later. [Read slowly and break apart words.] He sat d-down in Duck’s rocking char. Oh chair. Then he put his feet on Duck’s tab…[cover critter] ta-ble, oh table. I bet next time I can read it faster. [Read faster but with little expression.] He sat down in Duck’s rocking chair. Then he put his feet on Duck’s table. Let me try again and be a good storyteller this time. [Read once more with more expression.] With more practice, I could read that sentence fluently! I bet you can read fluently too! Let’s try!”

 

4. Say: “Today you are going to read Two Good Friends. This story is about Duck and Bear. Duck and Bear are very, very different from each other. One loves to cook and does not clean at all, and one loves to clean and does not cook at all. How can two such different characters be friends? Do you think Duck and Bear will be friends? Read the book to find out. Does anyone know what a housekeeper is? A housekeeper is someone who cleans houses. Keep that in mind while reading.”

 

5. [Break up children into groups for group repeated reading.] Say: “Now I want you to get into your groups with the book. I want everyone to read the book silently, and when everyone in your group is done, discuss what happens in the story. When your group is done discussing, return to your seat to reread the story.”

 

6. Say: “When you hear your name, I want you to bring the book to my desk to read to me.” [While the student reads, use a stopwatch to time how long it takes the reader to finish the book. Then use the formula: words x 60 divided by seconds to get the reader’s words per minute. Use an adaptable graph to mark where the student starts, preferably personalized for the student for added motivation. Take miscue notes as the student reads, and when the student is finished reading, go back to the misread words, help the student use coverups to get the word, and have the student reread the sentence. End by asking the following comprehension questions: In what ways is Duck a good friend? How does Bear show you he is a good friend? What do you think about Duck and Bear’s friendship? Send the student back to their desk to practice until it is his/her turn again, and repeat this process until the student reaches their fluency goal. Record their words per minutes and comprehension answers for assessment.]

 

Example graph for repeated reading words per minute (Words x 60 / Seconds = WPM): [Personalized for a student who participates in cheerleading.]

We want to get the cheerleader to the gym to cheer on her friends at the pep rally!                                                                                           

 

                      

 

 

                                                                                 

0-----10-----20-----30-----40-----50-----60-----70-----80-----90-----100

Correct Words Per Minute

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References:

Delton, Judy. Two Good Friends. Random House Value Publishing, 1985. Print.

 

Griffin, Emily. Picking Up Perfect Fluency with Olivia the Pig!

https://emily-marie-griffin.weebly.com/growing-independence-and-fluency-design.html

 

Johnson, Megan. Conquering the Day for Fluency.

https://megaaanjohnson.wixsite.com/meganspage/growing-independency-and-fluency

 

Murray, Bruce. Making Sight Words. Linus Publications, Inc., 2012. Print.

 

Sienkiewicz, Anna. Fishing for Fluency!

https://als0095.wixsite.com/readinglessons/growing-independence-and-fluency

 

Tschetter, Ellie. Hopping Toward Fluency.

https://ellietschetter.wixsite.com/ellieslessons/growing-independency-and-fluency-1

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