Reading Fluency

IMPLEMENTATION

Prior Knowledge: Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts.

Key Vocabulary: fluency

Anticipatory Set: As a whole group, show students the tape recorder. Explain that they will hear someone reading the same passage in 2 different ways. Together, chart what they hear and notice about each reading. Elicit from students which recording sounded better and why. Explain reading fluency and the importance of fluency in reading.

Instruction: Explain reading centers and dismiss students to their group centers. (Each group will work on the same lessons, but at their individual reading levels.) In the small group setting, state the purpose of the lesson. Referencing the chart created by the class, tell students that they will read a passage from their guided reading book and the recorder will tape their voice as they read. Record each student and listen to it together. Discuss their ability to read with good expression, appropriate volume, and read in a way that sounds like natural language. Allow students time to digest what they hear and what they need to work on.

Guided Practice: Pass out Guided Reading Books and have students practice reading familiar text with fluency. Make appropriate comments and interjections as students read. When they have finished reading, discuss individual goals to help them begin thinking about their personal reading fluency goals. Dismiss student to their next center.

Independent Practice: When students are not working with the teacher, they will be in 1 of 3 other reading centers. Each center will help students practice and think about various aspects of reading fluency. The center work and activities will be the same for all students, but tailored slightly based on their developing reading levels. The centers are as follows:
Center #1: Independent Reading - Students will read books independently based on their developmental reading level and the corresponding Fountas-Pinnel book level. Each student’s focus will be on reading fluency.
Center #2: Reading-Writing Connection – Students will create personalized Reading Fluency Goals and list ways in which they can practice their reading fluency.
Center #3: Listening - Students will listen to an audio recording of the story of the week as they follow along in the book. When the story is finished, student will discuss the fluency of the reader on the CD.


Adaptations/Extensions
*All students will complete the same work, but the groups will work with reading text that is at their particular DRA level.
*Student helpers will be used to ensure all students are on task and I can work strictly with one guided reading group.

Closure: Bring the class back to the front and review what was learned.
Ask: What did we learn today? Allow students to respond.
Say: We have been all been working on improving our reading fluency. Throughout the rest of the week, you will work on the goals you wrote for yourself. Tomorrow we will practice our fluency as we read new Guided Reading books! (Show books to get them thinking and interested.)

Time Allotment: 1 hour

Anticipatory Set: 5 minutes
Instruction: 5 minutes
Guided Practice 15 minutes (per group)
Independent Practice: 15 minutes (per center)
Closure: 5 minutes

MATERIALS AND RESOURCES

Instructional Materials: Chart Paper, Markers
Guided Reading Materials (leveled books, voice recorder)
Listening Center Materials (books, headphones, CD player)
Writing Center (Reading Fluency Goals paper, pencils, crayons)
Independent Reading Center (baskets with leveled books)

Resources: Leveled Reading Books, Houghton-Mifflin Anthologies (books and cds)

STANDARDS AND ASSESSMENT

Standards:
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Decoding and Word Recognition
1.16 Read aloud with fluency in a manner that sounds like natural speech.

Assessment/Rubrics: Teacher observations during guided practice will serve as an informal assessment of the lesson objective. The Oral Reading Fluency Rubric will also be used, with a focus on Dimension A: Expression and Volume.