Growing Independence and Fluency

If You Give a Mouse Some Fluency

Growing Independence and Fluency Design

Rationale:

When working towards becoming a stronger reader, we work towards becoming more fluent. Fluent readers are able to read words quickly and accurately. Without being a fluent reader, students cannot fully comprehend what they are reading. Fluent readers are able to understand the meaning of the text instead of spending time decoding words. Students learn to read fluently by decoding, crosschecking, rereading, and mental marking. Reading stories and answering questions helps students to understand what they are reading and develop good comprehension skills. Students will use crosschecking after reading a book and repeated readings to gain fluency.

Materials:

Timer/ stopwatch for each pair of students
Pencil for each student
Primary paper
Dry erase board and markers
Peer fluency sheets with number line
Chart to record words per minute while reading
Class set of the book If You Give a Mouse a Cookie by Laura Numeroff
Comprehensive worksheet for each student

Procedures:

Say: Hey friends, today we are going to achieve one of our goals of becoming a fluent reader in class today! Does anyone know what a fluent reader is? (Wait for students to answer.) Okay, a fluent reader is someone who can read very quickly and accurately because they are able to recognize the word. If we are able to recognize the word, then we can understand the reading better. Recognizing the word means that you know the meaning of the word when you see it. Being a fluent reader makes reading a lot more enjoyable!
First, I will demonstrate a less fluent reader as opposed to a more fluent reader. Write the words, “Fuzzy mouse.” First, read it slowly like a non-fluent reader would. “Fuuuzzzzyyyyy moooaaaaseee.” Say: “I read it as fuzzy moase, but that does not make sense. Let me go back and try the word again. Mmm-oooouuuu-sssss-eeeee. Mouse! Fuzzy mouse!” Next, I will read it faster and smoother to show how a fluent reader would read the sentence, “Fuzzy mouse.” Then I will ask the students, “Did you guys notice any differences in the ways this sentence was read? Did you realize that one was quicker and smoother than the other? The second person reading it was a fluent reader, which is what I want you all to be!”
Say: Now, I want everyone to read the book If You Give a Mouse a Cookie at your seat. This story is about a mouse who wants a cookie. After he gets the cookie that he begged for, he wanted more and more. He isn’t happy with just the cookie. Let’s read to see what the mouse ends up getting!”
First, students will read the book silently to themselves. After they finish this, I will put them in partners. They should each read the book aloud to their partner, and not help the partner read while listening. After they finish, I will pass out the recording sheets and stopwatches to the groups.
Say: Okay friends, now we will play a fluency game! You guys will love it! Make sure you listen closely so you understand how to play! Reader 1 starts off by reading the book and Reader 2 is in charge of the timer. Reader 2 will time how long it takes Reader 1 to read the first two pages. After they finish, Reader 2 will record the time on the recording sheet. After writing down the time, Reader 2 will read. Do this activity three times per partner. While you are listening to your partner read, pay attention to how their reading changes each time they are reading. On your paper, mark any changes that you notice during their reading.
Once all of the groups have finished reading, I will have the students read to me. The students will bring their record sheet. I will time the students on the paragraph read aloud and use the formula to calculate the amount of words per minute that they read.
Assessment; Say: Okay friends, now we are going to answer a few questions about the story that we read. Get out a sheet of paper and a pencil to answer on!

Comprehension Assessment:

What all did the mouse ask for?
Why do you think that he is not happy with just the cookie?
Do you think that the mouse gets everything he wants?
Do you ask for new things right after you get what you asked for before?
What can we learn from this story?

Peer Evaluation Recording Sheet:

I noticed that (name)…

2nd reading:

Remember more words?

Read faster?

Read smoother?

Read with expression?

3rd reading:

Remember more words?

Read faster?

Read smoother?

Read with expression?

Time Record Sheet

Name: ________

Date: _________

1st Reading:

2nd Reading

3rd Reading:

Fluency Sheet:

0 - - - - 10 - - - - 20 - - - - 30 - - - - 40 - - - - 50 - - - - 60 - - - - 70 - - - - 80 - - - - 90 - - - - 100

References:

Caroline Harris, Swimming into Fluent Reading

https://ceh0108.wixsite.com/carolineharris/growing-independence-and-fluency

Book: Numeroff, Laura Joffe, and Felicia Bond. If You Give a Mouse a Cookie. Seedlings Braille Books for Children, 2018.