Rationale: Fluent reading is necessary for children to succeed and learn to enjoy reading. The purpose of this lesson is to help children learn to become fluent readers by enhancing their decoding skills so they will get to the point where they are able to recognize words automatically and be able to read silently.

Materials: Pish and Posh Wish for Fairy Wings, stopwatches, pencils, paper, whiteboard, expo markers, fluency chart, partner reading progress checklist, comprehension sheet

Procedures:

1.      First I will explain to the children what we will be going over that day by explaining what fluent reading is and how it is going to help our lesson. I will say “Today we are going to learn how to read words quicker and smoother, and we are going to do this by reading the book Pish and Posh Wish for Fairy Wings and then we are going to reread the book until everyone has a better understanding of it and can read smoothly.

2.      Next, I will provide them with an example of what a non-fluent versus a fluent reader looks like by writing a sample sentence on the whiteboard such as “She flew into the tree with her big wings.” I will assess the needs of my students by seeing how they pronounce this sentence, and then go over the correct way to pronounce it and emphasize how repeated reading can enhance skills.

3.      I will say “To practice fluency, I will have you read Pish and Posh Wish for Fairy Wings. This is a book about two fairies that wanted to get their fairy wings and only have 4 wishes. One day Pish gets fed up with Posh for never listening and makes a wish that Posh would listen. And then..”

4.      I will give this booktalk in hopes that students will be intrigued, and then I will pass out a copy for each student and have them read the book silently to themselves. Then I will tell the children to get a partner and take turns reading out loud, and while one student reads, the other will time the student who is reading and vice versa. Also, the partner who is timing will have a partner reading progress checklist to mark up while their partner reads. Each student will read three times and then turn in checklists after that.

5.      After partner work, I will assess each student individually by having them read to me. I will take note of their progress on a fluency chart by grading their words per minute. I will scaffold after the child has read to me, and ask the child questions regarding what they just read.

 

Repeated Reading Peer Checklist:

Number of words in book: ______

Reader: ___________________________

Checker/Timer: __________________________

1: ___ Words right in ___ seconds

2: ___ Words right in ___ seconds