Growing Independence and Fluentcy

Where the Wild READINGS Are!

Karen Harris

Where the Wild READINGS Are!

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, students 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. Cover-up critters for each student

4. personalized graph to chart reading time and three runners for each student

5. “I like to listen to songs.” and “Sally bought snacks at the store.” written on the board

6. A copy of Where the Wild Things Are 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 let’s get started!

2. SAY: What do we do when we come across a word we don’t understand at first? (Students answer) Yes! We finish the sentence then we … (Students answer) Cross check! Perfect! And remember, using your cover up critter can really help with decoding if you’re having trouble Listen as I model how we use crosschecking when we come across a word we don’t know. Write sentence “I like to listen to songs.” on the board. READ: (And use cover-up critter) “I like to /l/ /i/ /s/ /t/ /e/ /n/ ” That’s a strange word, lets finish reading, “to songs.” “I like to /l/ /i/ /s/ /t/ /e/ /n/… oh I like to /l/ /i/ /s/ /e/ /n/ to songs! I like to listen to songs! Now I am going to reread the sentence to get back into the story.” “I like to listen to songs”. Now, I am going to read the sentence again, but this time I am going to read it with expression. “I like to listen to songs!” 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!”

3. Teacher says: I’m going to show you how a fluent reader reads. [Write sentence “Sally bought snacks at the store.” on the board] Students say: “Sally /b/ /O/ /h/ t/” (Students stumble but finish the sentence). “snacks at the store”. “Sally /b/ /O/ /h/ t/ … /b/o/t/!, Sally bought snacks at the store!” Say: See class! Some words can be a little tricky, but after finishing the sentence and going back to reread you can read with expression and comprehend better! Also, by rereading, you all are decoding these unfamiliar words and turning them into sight words!

4. Ask students what they observed while you read. Ask them to give examples of how you stumbled on a word but corrected yourself. Now, ask the students questions about the way that you read the sentence the first couple of times. SAY: “What did you notice about the first time I read the sentence? Was it a bit confusing at first? Did anything change after I corrected myself? Was it more interested to hear me read the first time or the last time after I corrected myself and read with expression?

5. SAY “Now it’s your turn to practice! The book we are going to read today is called Where the Wild Things Are. Max is a boy who dresses up as a wolf and misbehaves in his house, so his mother sends him to bed without dinner! As Max is in his room still dressed up, his room begins to change into a jungle and oceans and sails upon an island. Will Max find the wild things? Is Max actually the “wild thing”? Will Max every come home? And most importantly, does Max every eat dinner?!”

6. Each child will be given a copy of the book along with a cover-up critter. SAY: “Everyone is going to read Where the Wild things are to themselves first. * Give 10-15 minutes for students to read * Once everyone is finish reading bring their attention back to you and discussion comprehension as a class and informal assess their comprehension.

7. Teacher says, “Now we are going to split in to group of two! (Count 1 & 2 heads for easier partnering up and so that no one gets left out) Partner 1 will read the book aloud while partner 2 times them (show the stopwatches and explain how to use them). Then write your partner’s time and fill out your check list. Be sure to move your Max in boat reading runner to the appropriate time on your reading chart. Once partner #1 finishes reading, swap jobs and then partner #2 will be the reader while partner #1 is the recorder.

8. Assessment: Once students have completed the three founds of repeated reading have them turn in their checklist and reading charts, Call students individually to perform repeated reading. Graph their progress on the fluency chart after each reading using fluency formula (WPM=words x 60 / seconds).

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

References:

http://gelatoholic.wixsite.com/reading/copy-of-br-design

Sendak, Maurice. Where The Wild Things Are. New York :HarperCollins Publishers, 2013. Print.

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