![]() Say- “After you both are done, talk about your progress through the readings and tell your partner something you think they did well on and improved on.” You might say “You read a lot more fluently in the third round!” “Remember while you’re reading to be respectful to your partner and really listen because you would want the same for yourself. Make sure to switch roles after one person has read three times.” I also want you to write down if you notice any changes that happened in between the three rounds. Then the second and third reading, you should write down their time, fluency and expression. The first go around, the person with not reading and with the timer will just listen and keep time. The person with the least amount of letters in their name is going to read first the person who is not reading, is going to time their partner.” *Explain how to use the timer.* “I want you to repeat this process three times. *Give each pair a peer fluency sheet and a timer.* Say- “I want you to pair up with your shoulder partner. The next thing they know some cupcakes are missing, we’ll have to keep reading to figure out who the mystery person is taking their cupcakes!” They make cupcakes for a party and set them on a window. This is a story about Pete the Cat and his friend Gus. ![]() We’re going to practice by reading Pete the Cat and the Missing Cupcake. Say: “Now that you all know what a fluent and nonfluent reader sounds like, I want you to practice your fluency. However, when I read it the second time, it was smooth and made sense!” I also didn’t decode correctly the first time and the sentence didn’t make any sense. (Wait for responses) Everyone that didn’t raise their hands, are right! Some words were choppy and read very slowly. Say: “Can I have a show of hands if you think I read the sentence like a fluent reader would. Did you notice how I went back to reread the sentence when I was finished because I noticed it didn’t make sense? That is called cross checking and it’s a skill that fluent readers need to be successful.” I want to ear some cake? Well that doesn’t make any sense. Alright, now I want you to listen very close to me and see if I sound like a fluent reader to you. ![]() Say: “Now let’s take a look at the sentence on the board: I want to eat some cake. Being a fluent reader makes reading much more enjoyable and fun! Let’s begin!” Once we become fluent readers, we can easily understand the words without having to take the time to figure out what the words actually are. Say: “In today’s lesson, we’re going to work towards being fluent readers. Pete the Cat and the Missing Cupcakes (copy for every student) Peer Fluency sheet (one for every student) Students will be taught decoding, cross checking, rereading, and mental marking skills, in order to become more fluent readers. Reading comprehension is always the goal, but we have to be fluent before we can comprehend the text. A successful, fluent reader can read and reread decodable words in a written text. Fluency means reading with automatic word recognition. For a reader to fluent, there are certain ingredients needed.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |