Literacy Designs

Procedure:

1. Explain: “In order to become expert readers, we need to be able to read fluently. Does anyone know what the word fluent means? Response- When we are fluent readers, we are able to recognize words automatically. We don’t have to stop and decode our words. They come naturally.  It is easier for us to recognize our words and store them as sight words for later when we see them again. Sight words help us read faster without having to decode. That way we are able to recognize them more easily. A fluent reader begins to read quickly, smoothly and with expression. When you read fluently you are able to give expression while reading. In order to become expert fluent readers, we need to practice reading a book more than one time through. This is called repeated reading. This will make reading more enjoyable and exciting for everyone!

2. Model: Say: “Let’s review how to cross check when we are reading. Now let's look at the sentence written on the board: “Let’s go out for a walk and see the sunset .” Listen as I read aloud the sentences and tell me if I sound like a fluent reader. Lets go out for a w-a-a-l-l-l-, WAULK oh no thats not a word, oh wait, must be walk, and see the s-s-u-u-n-s-e-t, oh wait that says sunset.” If a word looks unfamiliar we should use our cover-up critters to help us decode unfamiliar words. We also need to reread the sentence if we struggle with some of the words.

3. Say: Now, did I sound like a fluent reader? You all are correct. That was not fluent reading! Here is how we would read that sentence fluently. Let’s go out for a walk and see the sunset. I didn't have to sound out any words. I spoke smoothly and was easy to understand! Now turn to a partner and practice reading the second sentence on the board: I got a new cowboy toy today. Read it aloud to one another until you can each read it fluently.

4. Did you notice that when I read the sentence I got stuck on a word? In order to figure out how to read it, I had to reread the sentence from the beginning and try my pronunciation. When I read wall I knew it didn't sound right. Then I went back and re-read the sentence, I realized that it actually said bikes. This strategy I used to check my pronunciation is called crosschecking. You go back over the sentence to be sure it sounds correct and makes sense.

5. Give each student a copy of “Go West, Amelia Bedelia.” Present a book talk about the book before reading it. “We are now going to read Go West, Amelia Bedelia. Book talk: "This book is about a girl named Amelia Bedelia.  She is going to visit her uncle who lives on a ranch. She starts to make herself at home. The west starts to gr very wild when Amelia comes into town.

Let’s read along and find out during Amelia’s visit to the west." 

6. Instruct the students to silently read pages 5-9. Once every group has read those pages twice, pass out a stopwatch and the chart to each group. "We are going to play the Fluency Game! Listen closely so you will know what to do. One person will be the timer and one will be the reader, then you will swap. I want partner one to start as the timer and partner two to start as the reader. Partner 1 will read aloud while Partner 2 times him/her. Then you all will switch. Remember, after reading talk to your partner about what is happening in the story (evaluating comprehension.) Sample questions: Why Is Amelia’s uncles name? What was the name of his ranch? What was the ranch’s foreman’s name?

7. "Then, you will graph it on the chart I have passed out. After you have graphed the reader's number, I want you to swap jobs." { I will make sure students have a copy of Amelia’s fluency chart.}

8. As I am explaining the graph I will model an example so students know what to do. Use an extra graph to model the oral instructions. “You will do these three times. Use different sticky notes to mark each timed read, so each partner should have three sticky notes on the chart marking their number for each read". Also, after your partner has read the 2nd time and then again on the 3RD time, use your checklist to let them know how they are doing on their reading by giving necessary feedback. Are they becoming expert readers?

9. Students come up individually to teacher’s desk and read from the book to be assessed individually. This way the teacher can have an accurate idea of how the reader is progressing. The assessment chart will be used below to record fluency rate in order to keep track of each student’s progress.

10. The teacher will go over their answers after to fully assess and see who needs extra help. The teacher will use the formula: Words X 60 divided by amount of time in seconds spent reading. This will be part of the assessment for each student.