Reading Fluency

Author: Kasey Sliva

Grade: 2^nd

Integrated Disciplines: Reading

NE Standards:

4.1.8 By the end of the fourth grade, students will identify similarities and differences between two fourth grade level reading selections.

4.1.2 By the end of the fourth grade, students will demonstrate the use of multiple strategies to increase their vocabulary.

4.1.1 By the end of the fourth grade, students will demonstrate the use of multiple strategies in reading unfamiliar words and phrases.

Objectives:

• Students will be assessed while pairs are practicing reading fluently to each other. Teacher will walk around and use a rubric to evaluate their fluency.

Materials:

• Giraffes Can’t Dance by Giles Andrae

• Piece of Silk (or other smooth fabric)

• Piece of Sand paper

• Various books of the student’s choosing

• Teacher will review what things are important to do while reading. Students and teacher will brainstorm ideas.

• Examples are: How fast/slow someone reads, comprehension (understanding what you read), using expression when you read, and reading smoothly

• Teacher will explain that reading smoothly is also known as fluency and it is especially important while reading. It is especially important because if you can not read fluently it is difficult to comprehend or understand what you read.

• Teacher will not pass around a piece of sand paper and a piece of silk. Each child will be able to rub their hand over the piece of sand paper and over the piece of silk. This will illustrate for the children the difference between reading smoothly and reading in a more rough manner.

• Teacher will now read the book Giraffes Can’t Dance by Giles Andrae. She will read the book (or part of the book depending upon time) in a rough manner. She will ask the student what he/she did wrong while reading the book and ask if it made it difficult to understand.

• Teacher will now reread the book Giraffes Can’t Dance by Giles Andrae. She will read the book fluently and with expression. Class will have a discussion of which way was easier to understand.

• Teacher will use the piece of silk and the piece of sandpaper to review why it is important to read fluently. Teacher will give each student a small square of sandpaper and silk to tape on their desks to remind them of how important it is to read fluently.

• Children with special needs can work discuss with a partner during the activity.

• Students will get into pairs and practice reading a book of their choosing fluently to each other.