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GROWING INDEPENDENCE AND LITERACY LESSON DESIGN

Rationale:

Reading fluency is the ability to recognize words quickly, accurately, and automatically. Automatic word recognition allows children to read with expression and add emphasis; but more importantly, it allows for reading comprehension. Students will learn to read fluently through reading, decoding, crosschecking, mental-marking, and rereading. Students will improve their reading rate and grow their confidence into more expressive and fluent readers.

Material:

Stopwatches for each pair of students
Class set of Frog and Toad are Friends By Arnold Lobel
Sample sentences for teacher to model (written on board)
Partner Reading progress checklist (see attached)
Cover-up critters for each student (popsicle stick with ‘googly eyes’)
Printed passage of the book on one page
Fluency Chart
Reader Response Form (see attached)
Line graph to track fluency and frog
Comprehension worksheet for each student

Procedures:

1. Say: “Today we are going to work on our fluency in reading! This means you are going to be able to read words easily and correctly. When we are fluent readers, we can better understand the text and it gives you the chance to read the story with expression to make it more exciting! We are going to practice this today by reading the same book several times. Each time we read it, we will be more familiar with the words and story. This is called repeated reading. Once we have mastered this book, all of you will feel confident to read this book to anyone you meet!”

2. Say: “I am going to read a short passage aloud two times. When I'm done, we'll discuss which time I sounded better. First choice: Frog ran up the pat-h, pa-th, path to Toad's /h-ow-sE/ house. He /k-nokt/ on the door. Hmmm. He knocked on the door? (Knocked makes more sense than k-nokt. I am having trouble with some of these new words so I have to finish the sentences to see if I can figure them out.) There was no /an-sw-er/ /ans-wer/ oh, answer. Now, I'll read this passage again. Or Second choice: Frog ran up the path to Toad's house. He knocked on the door. There was no answer.”

“Now I want you to raise your hand for which sentence sounded better. The first choice? (Wait for student response) The second choice? (Wait for student response). You're right, I definitely sounded better the second time. Why did the second time sound better to you? (Wait for student responses) Exactly! I was faster, and didn't have to stop and figure out any of the words.

3. Say: “Did you notice how I thought about what a word should be when I finished the sentence? This is called crosschecking. You can use crosschecking when you come to a word you don't know In order to do this, have to finish the sentence to see if you can figure out the pronunciation of the word. For example, when I thought the word might have been “knokt,” I realized that didn't really make sense once I finished the sentence. The word I was supposed to say was “knocked”- the k in that word is tricky.”

4. Say: “Let's read the next line together as a class. There is one word you might not recognize. (Choral Read) “Toad, Toad, shouted Frog, Wake up. It's spring!” Some of you might have had trouble with the word “shouted,” but you used the rest of the sentence to help you figure it out. Good job!”

5. Say: “Let me tell you a little bit about the frog and the toad before we read any further. Frog woke up from his long winter nap and he’s so happy that it’s springtime. When he gets to his friend Toad’s house, Frog can’t get his friend out of bed! Toad says “I am not here” and Frog wants to wake his friend up from his winter nap to get up and play in the new season. I wonder what Frog will have to do to get Toad to wake up!”

6. While explaining the procedures, write directions on the board for students to reference. Say: “Now, we are going to practice some reading with our reading partner.

Pair up with your reading partner. One partner can come get the materials you'll need: 2 Partner Progress Checklists, 2 Reader Response Forms, 2 copies of Frog and Toad Are Friends, and 1 stopwatch. Then, return to your reading places. While one partner is getting the materials, the other will count all the words in this chapter, and write that number at the top of your checklist forms.

Then take 3 turns reading the chapter to your partner. While one partner is reading, the other partner will use the stopwatch to time your partner's readings.

3: Pay close attention to how many mistakes your partner makes each time they read. Make a check mark on a sheet of paper for every mistake you think you hear.

After, subtract the number of checkmarks from the total number of words. Do this each time your partner reads. After each reading, record how many words your partner read during the amount of time you tracked with the stopwatch.

Once you figure out these progress measures, answer the two questions on the progress form about which turn was the smoothest and had the least amount of errors. Make sure to use complete sentences!

Finally When you are done timing each other, discuss the answers to the two questions. Each of you will write your answers on your own sheet of paper back at your desks.

When you turn in your papers and checklists, I will give you a graph and three stickers. Then, I'll write your name on your graph and your stickers will go in the time spaces to show your reading rates. Take your graph to the reading board, on the fluency poster.”

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Partner Reading Progress Checklist

Total # of words in chapter: ______

Reader: ___________________________

Checker: __________________________

1: ___ Words in ___ seconds

2: ___ Words in ___ seconds

3: ___ Words in ___ seconds

Which turn sounded the smoothest? _______

Which turn had the least number of errors? ______

Reader Response Form