top of page

Running into Fluency

Growing in Independence and Fluency

Kendyl Dennis

 

 

 

Rationale:

To be successful readers, we must be able to read automatically with no hesitation. Fluency is the key in gaining better comprehension, expression, and speed of our reading. This allows us to be able to reflect on what we have read instead of having to decode every word causing us to lose our understanding of the story because it takes us so long. Through practicing, decoding, crosschecking, mental marking, and rereading, students will be able to build confidence and fluency to become expert readers.

 

Materials:

  • Copy of Up the Hill by Matt Sims for every student

  • Stop watches (class set)

  • Personalized racetrack to chart reading time (one for every student)

    • Racetrack will have a start line, a middle spot, and a finish line for students to cross. A detachable runner with have the picture of the student that can cross the race track. 

  • Teacher copy of miniture progress charts

  • Cover up critters for every student

  • Sentences written on the board “Her leg hit the rock and she fell” and “I like to jog but it is hot.”

  • Poster to cover up sentences

  • Crayons, pencils, paper

  • Copy of assessment questions

  • Fluency literacy rubric:

 

Name: ___________________ Evaluator: ___________________ Date: __________________

 

I noticed my partner:

                                                                                    After 2nd         After 3rd

Remembered more words                                       ___________         ___________

Read faster                                                                ___________         ___________

Read smoother                                                          ___________         ___________

Read with expression                                               ___________         ___________

 

 

Procedures:

1. Say: Who wants to know how to be an awesome reader! In order to become an expert reader we must be able to read fluently. In order to read fluently, we need to be able to read with out hesitation, and we need to be able to recognize words effortlessly. To recognize words effortlessly, we need to have a well-developed sight vocabulary that includes almost all the words we would read in a book! When we have a big sight vocabulary, we can understand what were reading better, and can understand just how fun reading can be! So how do we get a large sight vocabulary? We do these things called repeated readings where we practice decoding, crosschecking, mental marking, and rereading.

 

2. Say: I am going to show you how we can crosscheck when we come to a word we don't know.  For example, when we see this sentence: [reveal sentence “Her leg hit the rock and she fell.” I might read “Her leg hit the /r/O/K/…hm that doesn't make sense, let me finish reading the sentence, and she fell. Hmm, oh! That is rock!” Then I would reread the sentence with the correct word “rock” once more to get back into my story and help me remember that word.

 

3. Say: Now I am going to show you the difference between a fluent and non-fluent reader. Lets look at the sentence “I like to jog, but it is hot.” [Reveal sentence].  A non-fluent reader might read it like this: I l-III-k to jj-ooo-ggg, but it is hot. I read that show and stretched out. It is hard to know and understand what I read. A fluent reader would read it like this: I like to jog, but it is hot. Can you hear the difference between a non-fluent and fluent reader? My words flowed together and I understood what I read! Now you try reading fluently: I like to jog but it is hot. Good! Let’s read this again but this time a little faster and with expression. I like to jog, but it was hot. Notice that we were able to read a little faster because we have seen these words before so it becomes more automatic.

 

4. Give each student a copy of the book and a cover-up critter. Say: To practice reading fluently we are going to read the book Up the Hill. This story is about Kim and Pat. They like to jog, so they decide to race. But during their race, Kim falls down and cuts her leg. Who do you think will win the race now? Lets read to find out! Don't forget to crosscheck to make sure your words are making sense.  I want everyone to read the book silently first. If you finish early, start to reread Up the Hill.

 

5. Split the students up into partners and explain the fluency literacy rubric.  Give each pair a pencil, stopwatch, and their “Running Track.” Say: “You and your partner are now going to practice being fluent readers by reading the first chapter of this book aloud to each other three times. To keep a record of your reading progress, we will use our running track. There are three spots you can be at – start, halfway, and the finish line. The goal is to see how fast you can move your runner from the start line to the finish line. This will all depend on how fast you read and how fluent you become. While one partner reads, the other partner will time of the stopwatch. After you have read through the book once, write down the time it took you to read the chapter, and place your runner on the start line. The same partner will read again, and then if you improved your time, move your runner to half way.  Then keep rereading the book until you get to the finish line. When the first partner has made it to the finish line, the other partner will start the reading and do the same thing. Remember, only move your runner if your time improved.

 

6. After students have finished their readings, they will go back to their desks and fill out the fluency rubrics for their partner. They will check the boxed on how the student performed on the 2nd and 3rd time reading the book.

 

Assessment:

  • Pass out a sheet of blank paper and crayons. Say: I want everyone to draw and color me a picture of his or her favorite thing that happened in this story. Under the story, I want everyone to write me a sentence or two about what is happening up under your picture. I will hand these wonderful masterpieces around the room.

  • Say: “As you draw and color your pictures, I am going to call each of you up to my desk so you can read for me.” Call on each student to come read Up the Hill to assess his or her fluency. Use a copy of their reading racetrack to track how long it takes the students to read the chapter. Collect the student reading racetracks and fluency rubrics to see where everyone is on their reading.

  • After assessing the fluency of each child, discuss these questions to test for comprehension: Who won the race?  What did Kim have that kept her cool while she ran? Where did Jan leave her can of pop? Have children write their answers and then discuss as a class.

 

References: 

Sims, matt. Up the Hill. Novato, CA. Hiigh Noon Books. 1999. pp 1-25.

Dyess, Layton.  Running to Fluency. Auburn University. http://laytondyess.wixsite.com/lessondesign/growing-fluency

Click here to return to Entries index 

bottom of page