Go Star Reader!
Growing Independency and Fluency Lesson Design
model sentence to display on the board for the class to see
The cat will let a pig run in the hot sun.
clip – board
one checkered flag to wave after telling an instruction
James and the Good Day (multiple copies/number of students)
fluency checklists (at least one for each student) <attached>
list of student names to record scores in file
"Starry Board" (like the painting)-a bulletin board to place a star for each student with reading score (names are not on stars)
"Ready to start your reading engines boys and girls? Today we are going to work on reading speed."
First practice reading a word that is "unfamiliar" to you, pest.
Say, "Start with covering up each letter but not the
vowel, e. The e makes the sound /e/.Then
uncover the first letter, p. The p
makes the /p/ sound. Now combine the sounds. Next uncover the second to last letter, s.
The s makes the /s/ sound. Next uncover the last letter, t.
makes the /t/
sound. Combine all the sounds, pest.
Do not forget that if you are stuck, read
of the sentence to see
what would make sense (crosscheck)
Model reading a sentence with poor reading fluency.
The sentence is: The cat will let a pig run in the hot sun. (Display on the board for the class to observe)
Begin by slowly decoding your practice sentence one letter at a time (have a troubled look on face) "The…/a/…/c/…/ca/…/t/…/cat/...oh, the cat!" complete modeling
Then say the sentence with good reading fluency and a smile on your face
"The cat will let a pig run in the hot sun."
Now it is your turn (put a copy of James and the Good Day in front of each student).
Give a book talk: James, a young boy, wants to have a fun day. Just as soon as he gets up that morning he thinks about sailing his boat in his bathtub. Well, he does but then forgets to take it out when he ran outside to play. Will the boat be alright?!
Then say, "First I will give you time to read the book silently. I will be walking around to observe. When I think mostly all of you have finished the story, I will sound my bell. Then you will each be assigned a partner.
Pass out a fluency checklist to each student. (explain how to complete a checklist with class and for each student to read at least twice). [example fluency checklist attached]
When time is up, sound the bell. "ding…ding!"
Tell the students, "When you hear me call your name, come on up to my royal reading chair. You will each read to me for one-minute." **make sure to write down the score of each one - minute read**
The students will take a book copy home to read before bed or to parents (etc.).
The lesson is to help the child feel better about themself not worse.
Let this new type of lesson serve as a warm-up for additional lessons that involve a token system for individual or the class.