Giggling With Fluency

By Madison Gillis

 

 

Rationale: To become a fluent reader, one must automatically recognize sight words. This also means that students will be able to read much quicker and have a better understanding of what they are reading. The purpose of this lesson is to teach students how they can become fluent readers. When students practice reading, decoding, and crosschecking, they are already on their way to becoming fluent readers! During this lesson, students will get to practice with partners in order to increase their fluency and become better readers together! 

 

Materials: Book: Giggle, Giggle, Quack, word count sheet, cover up critter, stopwatch, and a pencil and recording paper for data

 

Procedures:

1. Say: Reading books can be so much fun, but in order to make it fun it is important that we are able to read all of the words in stories so that we can understand what the stories are saying. Learning new words is a great way to read quickly and more smoothy as well! Have you ever liked a book so much that you read it twice? That’s a good thing, and it is also helpful to read a book more than once in order to read with more fluency. Before we are able to read a book with great fluency, it is important that we tackle the words that we have trouble with first.

 

1. Say: Before we start off, let’s have a little review! Who comes out to help us if we don’t know a word? Our cover up critter, that’s right! Let’s go ahead and have him join us, just in case we get stuck. (write the word “duck” on the board) Do you see this word? Let’s say that I am not sure how to pronounce this word. Who is here to help us if we don’t know a word? Our cover up critter! Let’s have him come and help us. Let’s sound out the word. First, I would make the /d/ sound, then the /u/ /c/ /k/. When I blend it together, I get /d//u//c//k//. Oh, that says duck! Good job!

 

1. Write the following sentence on the board: I went to the farm. Say: I am going to read the sentence that is written on the board. Make sure to pay close attention as I ready it. (read sentence very slowly in order for students to hear it without fluency) “IIIIII wwweeennnttt tttooo ttthhheee fffaaarrrmmm.” Did you notice that, when read slowly, it is a little harder to understand what the sentence meant? Now, I am going to read it with fluency. (Read sentence fluently) “I went to the farm” Did you hear a difference? Which was easier to understand? The second time I read it, right? Because I immediately recognized the words I was reading, it was much easier for me to understand. I also learned the words by practicing and rereading them. This is why we are going to practice rereading sentences so that each of you can become fluent readers! We are going to use methods such as adding expression to our sentences to make it more fun!

 

1. For our activity, you will be split into pairs and I will give each group a copy of the book “Giggle, Giggle, Quack.” This is a fun story about a farmer and the animals on his farm! What is your favorite farm animal? Maybe it will be in this story! In this story, Farmer Brown goes on a trip and leaves his brother Bob in charge of the animals. Will they behave when he goes away? Let’s read and find out!

 

1. Now that you are in your groups with your books, I am going to give each group a stopwatch, fluency recording sheet, and a word count sheet. Each student will read the first seven pages to themselves once. Once this is finished, I will explain to students how to use these sheets and what to look for when their partner is reading to them. There are already goals set by the teacher that are recorded on the running man sheet. One student will be the reader and the other student will be the recorder. Then, it will switch out. By providing a demonstration, the recorder will use the timer to time how long it takes the reader to read the first seven pages. Also, the recorder will keep track of how many times the reader must read the first seven pages in order to get it read fluently. The recorder will tell the reader when they begin and when they end. Each time, the recorder will document how many pages were read and the time it took. Once the reader has read the first seven pages aloud three times, the recorder will fill out the partner check sheet. The students will then switch roles. 

 

Assessment: I will call up each student individually to evaluate them. I will be evaluating their speed and emotion as they read to see if it has changed any.

 

Word Count Sheet: 

Name:_________ Date:_________

The first time I read _________ words. The second time I read _________ words. The third time I read _________ words. 

References:

 

Fishing for Fluency by Elizabeth Manning

https://eam0079.wixsite.com/4brucee/growing-independency-and-fluency

 

Fluency Recording Sheet

https://sites.google.com/site/sophiessuperlessons/growing-fluency-design/fluency.jpg

 

“Giggle, Giggle, Quack” by Doreen Cronin