Rational: This lesson is designed to improve students’ reading fluency. Reading fluently means that almost all the words that a student is reading are a part of his or her sight vocabulary. As a result, the student is capable of reading at a fast and even pace without disturbing their reading comprehension. Fluency can make reading pleasing for students because they learn how to read with more expression at a much smoother rate. Students must first demonstrate proficiency in decoding words before they can reach a level of reading fluency. In this lesson, students will learn the strategies and skills that it takes to become a fluent reader through the reading and rereading of the story Click, Clack, Moo, Cows Can Type.

 

Materials: 

• Class set of “Click, Clack, Moo, Cows can Type”

• Stopwatch (one per pair)

• lass set of pencils

• Cover up critter

• Fluency checklist (one per student)

• Reading tracker (one per student)

• Teacher fluency checklist (one per student)

• White board

• Erase Markers

 

Reading Checklist (1 per student)

Partner Reading Checklist

Total # of Words in Chapter: __________

Reader: __________________________

Checker: _________________________

1: ___  words in  ___ seconds

2: ___  words in  ___ seconds

3: ___  words in  ___ seconds

Which turn sounded the smoothest? _____

Which turn had the least amount of errors? ____

 

Teacher Fluency Checklist (1 per student)

Name of Reader: _________________________

Date: ___________

Time: ___________

Words x 60 / time in seconds: ____________ Words per Minute (WPM)

 

Fluency Checklist

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Comprehension Questions: 

1. Where was the typing noise that Farmer Brown heard come from?

2. What did the cows want from Farmer Brown?

3. Did the cows get what they wanted?

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Procedures: 

 

1. Say: “Hello, today we are going to work on fluency in reading. Fluency allows us to understand and comprehend a story and makes reading smoother and more enjoyable. Fluency also helps us use different facial expressions while we read and allows us to read faster without errors.”

 

2. Say: “Now I am going to show you how to read a sentence even if we do not know all of the words yet. We will use the coverup critters to help us decode words that we have not seen before. The first thing that I am going to do is show you an example on the white board. We will decod the word “Cow.” (Write Cow in the front white boarf with markers) “First I am going to cover up all of the letters except for the first one ‘c.’ /c/…/c/…/c/../c…Now we are going to slide our coverup critter over and uncover the second letter ‘o.’ /o/…/o/…/o/…Lastly, lets slide the coverup critter over one more time and uncover the last letter ‘w.’ /w/…/w/…/w/…Good Job! Now lets put all of the letters together. /c/…/o/…/w/…cow. The word is ‘cow’. Now, lets use the word in a sentence, “A lot of people get their milk from cows”.

 

3. Say: “Now I am going to show you the difference between fluent and nonaffluent reading. I am going to write a sentence on the board and then I will say it two times and I want you to think of which one of read fluently. “iiiii ggggeeeetttt mmmyyy mmmiiilllkk ffrroommm cooowwssss” (I said this slowly and pronounced each phoneme with very little expression) Now I am going to read it again and say “I get my milk from cows.” (I said this using expression and read it smoothly) Are you able to notice a difference between the two readings? (Allow the students to respond) Yes, the second reading was fluent and sounded way better. Now, I want you to try to read faster and with more expression each time we read a word.

 

4. Say: “Don’t worry it takes practice before you can become a fluent reader! For example, in the sentence “I get my milk from cows” I did not get it right the first time I saw it and had a little bit of trouble. By the second time or third time I read it, I was able to read it smoother and quicker because I had already decoded the words. I became fluent reading this sentence by reading it multiple times until I understood what I was saying! Now, your turn to practice.

 

 

5.  Say: “Now read “Click Clack Moo” at your desk. This book is about a farmer who heard a typing noise coming from the barn. He finds out that the cows in the barn have found a type writer. The cows write a letter to Farmer Brown asking for electric blankets. Farmer Brown thinks the cows are crazy for typing and wanting an electric blanket. What do you think the cows will do if they do not get their heated blanket? We will have to read more to find out!

 

6. Say: “Now that you all have learned that’s the cows could type, I am going to give each group a copy of the book, one stopwatch, two reading trackers, and two fluency checklists. You and your partner are each going to read the book three times. You will each take turns being the reader and being the timer. The reader will read while the timer times them and records the times on their reading chart. (make sure that when you are timing you hit start as soon as your partner stats to read and hit stop immediately when they are done) Record all three of the times that you have taken on your chart. After both of you have finished, you need to fill out the fluency reading checklist and reading rate chart. After you and your partner have finished reading, give each other a compliment or tell them what they did well. so that they have some confidence. Before the students start reading, I will model how to fill in the chart and use a stopwatch. I will then observe the students reading the book and will walk around the room as they read. I will answer any questions the students may have and make sure that they are filling in the correct time.

 

7. Say: “Once everyone has read the story we are going to answer a few questions to see how everyone comprehended the story.”

 

Resources:

 

Ashley Kirkland: Flying Fluency: https://abk0020.wixsite.com/reading/growing-independence-and-fluency-1

 

Teachers Pay Teachers: https://www.teacherspayteachers.com/Product/Reading-Fluency-Partner-Checklist-3574545