GROWING INDEPENDENCE AND FLUENCY
Stepping Into Fluency with Pete the Cat!
Rationale: To be a successful reader, one must learn how to read automatically, fluently, and consistently. Fluent reading is necessary for our bettering comprehension, expression, and speed of reading. Instead of focusing on decoding every word, student’s who read fluently can reflect on what they are reading. Through practicing reading, decoding, crosschecking, mental marking, and rereading, students will build confidence in fluently reading and become excellent readers.
Materials:
1. stopwatch for each pair of students
2. reading checklist for each student
3. Coverup critters for each student
4. personalized graph to chart reading time and three Pictures of Pete the Cat for each student
5. “He had a cupcake for snack”and “Do not drop the cake!” written on the board
6. A copy of Pete the Cat, I love my White Shoes! for each student.
Procedures:
1. Teachers says: Who wants to be an excellent reader? Great! Who can tell me what it means to be an excellent reader. [Wait for student response]. That’s right! To be an excellent reader you have to be able to read fluently. Reading fluently means that you are able to read words faster, smoother, and with expression. Reading fluently will help you to better understand the story because you can focus on what the story is saying rather than how to read the words correctly. With practice we can all be fluent readers so lets get started!
2. Teacher says: Have you ever read a book and ran across a word you don’t know? Does anyone remember what strategy we use when we come across this situation while reading? [Wait for students to respond]. That’s right, we use crosschecking! Listen as I model how we use crosschecking when we come across a word we don’t know. [Write sentence “He had a cupcake for snack.” on the board] I might read this sentence as “He had a cup/c//a//k/” hmm that doesn’t sound quite right, let me finish reading the sentence, “for snack.” Ohh it’s not /c/a/k/, it’s /c/A/k/! Now I am going to reread the sentence to get back into the story. “He had a cupcake for snack.”
3. Teacher says: I’m going to show you how a fluent reader reads. [Write sentence “Do not drop the cake” on the board and model how to become a fluent reader]. “Do n-o-t dr-o-p the c-aaa-kk ” That can’t be right. C-aa-kk, ohh cake we do not want to drop that! I noticed I had to stop a few times while reading the sentence. Let me try again. “Do not drop the cake.” That was much better! I remembered “cake” after decoding it. Now, I am going to read the sentence again, but this time I am going to read it with expression. “Do not drop the cake!” By reading the sentence over and over again I am able to read faster, smoother, and with expression! Now you all are going to practice repeated reading so you all can too become fluent readers!
4. To practice reading fluently we are going to read Pete the Cat, I Love My White Shoes! This story is about Pete the Cat and his brand-new pair of White Shoes. Having white shoes is dangerous because they can get dirty very easily! What happens when Pete the Cat steps in something that could get his brand-new shoes dirty? We will have to keep reading to find out.
5. Each child will be given a copy of the book along with a coverup critter. Say, “No we are going to read this book to ourselves and practice reading fluently. If you finish the book early reread Pete the Cat again.” To keep students on task the teacher will walk around the classroom during this reading time and give 10-15 minute for the students to read the book. Once the class has finished reading bring the students back into a group setting and go into a group discussion to informally assess comprehension of the book.
6. Teacher says, “Now we are going to split in to group of two! First, partner 1 will read the book aloud while partner 2 times them (show the stopwatches and explain how to use them). Then, we will figure out our time and mark it on the timeline with our mini Pete the Cat (show students the Image and timeline). Label your Pete’s 1-3 as we are going to do this three times each. Switch off between who is reading and who is timing.” If there is still confusion model it for the class with a student.
7. Assessment: Once students have completed the three founds of repeated reading have them turn in their checklist. Then call students up individually to perform repeated reading with the teacher. Graph their progress on the fluency chart after each reading using fluency formula (WPM=words x 60 / seconds). In between each of the rounds of repeated reading, praise each student for their effort and scaffold when needed. After three rounds ask the student a few comprehension questions: What did Pete step in First? What did Pete step in last? How did this make Pete feel?
References:
Pete the cat, I love my white shoes (1st HarperCollins ed.). New York: Harper.
Laura Anderson, On Your Mark, Get Set, Read! : https://gelatoholic.wixsite.com/reading/copy-of-br-design
Teacher Fluency Checklist:
Student Name:
Words x 60/seconds
Reading #1
WPM:
Miscues:
Did the student read with more expression? Yes or No
Did the student read smoother? Yes or No
Did the student read faster? Yes or No
Reading #2
WPM:
Miscues:
Did the student read with more expression? Yes or No
Did the student read smoother? Yes or No
Did the student read faster? Yes or No
Reading #3
WPM:
Miscues:
Did the student read with more expression? Yes or No
Did the student read smoother? Yes or No
Did the student read faster? Yes or No