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New Friends Fluency Fun!
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Rational 

Reading fluency means having automatic word recognition. In order to be a successful reader one must be able read automatically in order to have better comprehension, expression and speed while reading. Students are able to reflect and understand what they are reading instead of having to decode every word. Through repeated reading activities students will increase their sight word vocabulary. We will use repeated reading with a partner, silent reading and individual oral reading. Improvements will be measured using the formula: words read x 60/seconds.

 

Materials

  • Copy of “Little Wolf Big Wolf” by Matt Novak, just the first “New Friends” chapter

  • Stopwatches for each student and teacher

  • Whiteboard and marker

  • Cover up critter

  • Paper

  • Pencil

  • Colored markers/color pencils

  • Cut out of the tracking wolf, rock, basket for each student

  • Handouts of peer reading

 

Procedures

  1. Say – Today we are going to learn how to become fluent readers! We are going to read a new book we see a lot of unfamiliar words. To become a fluent reader, we need to be able to read quick and smoothly by being able to recognize the words. This also helps us understand what we are reading since we automatically know every word. This makes reading fun and enjoyable.

  2. Say-  Lets try a example sentence before we start reading so we can remember how to cross check. Everyone look at the whiteboard and listen and watch me read this sentence (The two best friends went off to collect sticks and stones together.) I start reading “The two /b-e-st/ /fri-end-s/ went off to /c-o-l- t/… um that doesn’t sound right… /st-i-ck-s/ and /st-O-n-s/ /to-g-e-th-er/” I am going to go back to the word that didn’t fit into the sentence and use my cover-up critter. Slowly remove the critter c-o-l-l-e-c-t collect. Now im going to reread the sentence faster now that I have slowly worked through each word. “The two best friends went off to /c-o-ll-e-c-t/ sticks and stones together.”

  3. Say- Now lets say that sentence all together “The two best friends went off to collect sticks and stones together”. While I was trying to read that sentence I had to move slow when pronouncing each word I didn’t already know this is called decoding. I had to cross check the word collect at the end of the sentence. That is when I went back to the word and used my cover up critter to help me break down the word. You always want to go back and re read the sentence until you have mastered it.

  4. Say- Now let me introduce you to a new book “Little Wolf Big Wolf” new friends chapter- this book is about  a little wolf and a big wolf pick out different things they like. For example, they both like rocks but little wolf likes to paint on his rocks and big wolf likes to skip his. The decide they might not be so similar after all. Big wolf teaches little wolf how to skip the rocks. They try out the different things that each of them like and discover they are actually very similar.

  5. say-  I want you to get into pairs with a person around you. Once you are paired up I want each of you to take turns reading the whole story. Each time you will time your partner. After each of you have read the whole thing once I want both of you to read it a second time. This time you will be listening for expression, if they are getting faster, is the reading smooth and does it flow. Now you will each read it one more time doing the same thing. I will hand out a piece of paper for you to write all of this down. Be ready to turn that into me! If you cant figure out a word that’s no problem, just remember to go back and cross check it by using your cover up critter! After each page discuss what is going on in the book. Each student can ask a question. Also go over any words you struggle with together.

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  1. Say- Once you are finished reading raise your hand and continue to reread the book silently at your desk. Once you have finished silently reading it once you can draw a picture of something you liked or disliked from the book, or you can write about it! I will be call on you each individually to come to me and bring your book to my desk.

  2. Once the student comes to my desk I will remind them to use decoding and crosschecking while the read. I will then ask the student to read the chapter allowed. I will time the reading and note any miscues. One I have tracked the reading I would use this formula to calculate where to move the rock on the progress chart.

    1. Formula -- words x 60 / seconds

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  1. Move the rock to the amount of words they read per minute. Encourage the student to keep reading the passage alone till the reach the 85 wpm mark.

  2. Go back to words they missed and help them cross check. Also ask them questions to check comprehension

    1. How did Big wolf and little wolf meet?

    2. What was one think they disagreed on?

    3. Why did they bond over the rock?

 

References

https://tvg0827.wixsite.com/readinglessons/growing-independence-and-fluency

 

http://www.auburn.edu/academic/education/reading_genie/horizons.html

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