Growing Independence and Fluency

Pancake Flipping Fluency

Rationale:

Fluency is reading with automatic word recognition. Fluency is required in order for the reader to comprehend what they are reading. This allows the reader to think about what is happening in the story rather than decoding words. Fluency is the next transition from decoding, so students do not have to decode each individual word they read in an unfamiliar text. Students need to become fluent readers so they can focus their attention on their ability to read smoothly, with expression, and comprehend the text. This lesson will allow students to gain fluency and independence through repeated and timed reading of a decodable text.

Materials:

Dry-erase board
Expo markers
Poster with the sentence: “ If you give a pig a pancake, she’ll want some syrup to go with it.”
Stopwatch
Reading rate chart
Partner Reading Feedback sheet for each student
Partner Reading Progress Checklist
Clipboard
Class set of the story If You Give a Pig a Pancake by Laura Numeroff print off

Procedures:

1. Explain the Lesson:

Say: “Today we are going to improve our fluency when we read. Fluency is when you read words quickly and automatically while using expression. When we are able to read fluently, it's easy to understand the words in the text and comprehend what's happening in a story. When you are able to read fluently it also makes your reading more exciting to others. With a partner, we are going to read the same book three times. While your partner is reading, you will time them. Each time I want you to set a goal for yourself that is higher than your previous attempt.

2. Model Fluent and Non-Fluent Reading:

I will show the class the poster with the sentence “If you give a pig a pancake, she’ll want some syrup to go with it.” I will use this sentence to model fluent and non-fluent reading to the class.

Say: “I am going to read a sentence two time aloud. When I’m done we will discuss which time I read fluently.”

First reading: “ If you gi-ve, giv-e, give a pig a pan-ca-ke, /pancak/, pancake he’ll want /so-me/ sy-r-up, syrup to go with it, oh that’s some not /so-me/.

Second reading: “ If you give a pig a pancake, she’ll want some syrup to go with it.”

Now we are going to vote on which reading sounded more like a fluent reader. To vote for the first reading, put one finger up. To vote for the second reading put two fingers up. You are all right, the second time was more fluent than the first. Why did the second time sound better to you? That is right, I didn’t have to stop to decode any words, I was faster, and I read with expression.

Say: “Let’s read this sentence together slowly. If you g-i-v-e a p-i-g a p-a-n-c-a-k-e, she’ll w-a-n-t s-o-m-e s-y-r-u-p to go w-i-th it. That sentence was a little difficult because there are some unfamiliar words in it. Let’s see if it gets easier after we read it a second time. If you give a pig a p-p-a-n-c-a-k-e, she’ll want some s-y-r-u-p to go with it. I believe we read it easier that time, but I still read it slowly and didn’t use nay expression. Let me read it one more time. *I will read the sentence fluently and with expression* “ If you give a pig a pancake, she’ll want some syrup to go with it.”!! The last time I read the sentence fluently and with expression!”

3. Review a Strategy:

Using a Cover up Critter

I will model how to use the cover-up critter when you find an unfamiliar word.

Say: “We can use cover-up critters to help us decode an unfamiliar word we haven’t learned yet. *I will write the word sticky on the board.* I am going to use my cover-up critter to help me decode this word. * I will cover up all letters but s. /s/…sss. *Then I will uncover t. /t/… /st/. *Next I will uncover the i. /i/… /sti/. *Next I will uncover ck. /k/… /stik/. Lastly I will uncover y. /y/…/stiky/… Sticky! This word is sticky. We used our cover-up critter to blend all of our correspondences together to find out the word.

Crosschecking

Say: “Another strategy that fluent readers can use is crosschecking. Did you notice how I thought about what a word should be when I finished the sentence? This is called crosschecking. You can use crosschecking when you come to a word you don't know- all you have to do is finish the sentence to see if you can figure out the pronunciation. For example, when I thought the word might have been “so-me,” I realized that didn't really make sense once I finished the sentence. The word I was supposed to say was some- the e at the end made me think of the word me by itself.

4. Partner Reading:

I will pair the students into partners. I will give each pair a stopwatch, a copy of the story If You Give a Pig a Pancake, two reading rate charts, fluency checklist, and a partner reading feedback sheet.

Say: You and your partner are going or take turns reading the book I gave you three times each to build your fluency. Each time, one person will be the reader and the other will be the timer. You will record your partner’s time on the reading rate chart after each time. When you are the timer, be sure to start the timer as soon as your partner starts reading, and stop the timer as soon as your partner is done reading. After your partner has read once, fill out the fluency chart, and give them feedback using your partner reading feedback sheet. This is will help them realize what they need to work on, and motivate them to work hard to meet their goal.”

5. Motivate the Reader

I will introduce the book “If You Give a Pig a Pancake" by giving a booktalk:

"If You Give a Pig a Pancake is about a little hungry pig who wants yummy pancakes. When she gets the pancakes though she wont be fully satisfied. She will begin to ask for more and more things. What do you think she will ask for next? I guess we’ll have to keep reading to find out!”

6. Reader Response

Say: “Since we have read the book three times, I have a few questions for you to answer about the story.” *Hand out worksheet with the following reading comprehension questions listed*

Reading Comprehension questions:

Why did the pig need to take a bath?
Why did the pig begin to feel homesick?
What did the pig find under the bed?
What did the pig want to send to her friends?
How does the story end?

Assessment:

I will assess the students by grading their reading comprehension questions, reviewing their reading rate, and partner feed back form.

Reading Rate Chart:

WPM= words x 60/ seconds

Words Per Minute 1 2 3 4

Less than 50

51-56

57-62

63-68

69-74

75-80

81+

Partner Reading Progress Checklist:

Title of Book: ________________________________________

Total # of words in book: ______

Reader: ___________________________

Checker: __________________________

1: ___ Words in ___ seconds

2: ___ Words in ___ seconds

3: ___ Words in ___ seconds

Which turn sounded the smoothest? _______

Which turn had the least number of errors? ______

References:

Emily Davis: Yummy in my Tummy.

http://ead0026.wix.com/miss-davis-reading#!Programs/cee5

Madison Wolanek: Sailing to Fluency.

http://madisonwolanek.wix.com/lesson-designs#!growingindependenceandfluency/c13dq

Book:

If You Give a Pig a Pancake, Laura Numeroff

Miss Shelton's Reading Designs!

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