How to Make Reading and Reading Fluency Exciting

The following are three exciting ways to get students involved in the reading process. Also attached is a lesson plan for implementing Echo reading in your classroom.

Reader's Theater

Reader's Theater is a fun and exciting way to enhance a reader's fluency. This method calls for a group of students to read aloud a scripted play that is created from grade appropriate books. The students are instructed to practice their part before they perform it, but not memorize their parts. The students will re-read and practice the script as a way to increase their fluency. "Hamming up" the performance requires the students to read their roles with expression and enthusiasm. Reader's Theater can be adapted to involve a diverse group of readers. Assign roles based on the level of reading difficulty and the student's reading levels.

Echo Reading

In Echo Reading, a teacher starts by reading a passage of varying length out loud to his/her students. While the teacher is reading aloud, the students should be reading silently along with the teacher. After the teacher reads the passage aloud, she will clarify and vocabulary and or ask comprehension questions. Next, the students and the teacher will read the passage out loud together. While this is occurring, the teacher will monitor the class to make sure that everyone is reading along. Echo Reading is way the students can become familiar with text very quickly. The teacher models the correct way to read, and then the students echo that. This allows repeated exposure to the text, thus allowing the students to increase their fluency.

Partner Reading

The first step to successful Partner Reading is to have the partners assigned ahead of time. Do not pair two low functioning students or two high functioning students together. Make the pairs two students who get along and are willing to offer/ receive support. The paired students should then take turns reading a text. One student will read aloud with expression, while the other silently reads along in his/her book. The silent reader will offer support for the aloud reader if they have difficulty with words or expressions. Modeling the process prior to breaking up the class will help ease confusion.

Identify

The strategy that I feel would be most effective is Echo Reading. This method allows the students to view the teacher model the proper way to read a passage and then immediately allows them to practice it. While the teacher is reading the passage aloud the students have time to preview the words they will be reading. They will already have heard the proper pronunciation for words, thus they will not stumble over words they would not have known. They have two opportunities to hear the text, thus two opportunities to derive meaning from it. The teacher is active and involved in this procedure, so he/she will ensure the students stay on task. The students will also read and re-read the text in one sitting.

Practice

I have not done my fluency lesson with my student.

Lesson Plan

Planning Section

Instructors Name:________ ____________

Lesson Topic:_____________Echo Reading___________

Academic Content Standard(s):

1.1.5. G. Demonstrate fluency and comprehension in reading.

· Read familiar materials aloud with accuracy.

· Self-correct mistakes.

· Use appropriate rhythm, flow, meter and pronunciation.

· Read a variety of genres and types of text.

· Demonstrate comprehension

1.3.5. A. Read and understand works of literature.

1.6.5. D. Contribute to discussions.

· Ask relevant questions.

· Respond with relevant information or opinions to questions asked.

· Listen to and acknowledge the contributions of others.

· Adjust involvement to encourage equitable participation.

· Give reasons for opinions.

· Summarize, when prompted.

Objective of the Lesson: The student will use the Echo Reading technique in order to gain fluency with a selected text. The student will have to orally read the story to demonstrate that they have achieved fluency.

Method: The teacher starts by reading a passage his/her students. While the teacher is reading aloud, the students should be reading silently along with the teacher. An index card may be provided to student if they have difficulty following along. After the teacher reads the passage aloud, she will clarify and vocabulary and or ask comprehension questions. Next, the students and the teacher will read the passage out loud together. While this is occurring, the teacher will monitor the class to make sure that everyone is reading along.

Resources: Comprehension Questions

Grade appropriate texts

index cards

Implementing Section

Anticipatory Set:

§ Motivational Device- Teacher guided instruction

§ Prior Knowledge- The students will need to have an understanding of the vocabulary presented in the text. The procedure for Echo should be taught to the students before the teacher attempts Echo Reading.

§ Relevance to Learning- The students should be aware that the goal of this lesson is to achieve fluent reading. They need to know that reading fluently is the key to comprehension.

§ Objective- The students will be able to read the selected text fluently.

Content (Guided and Unguided Practice):

§ Read the text orally while the students follow along.

§ Clarify an new vocabulary

§ Ask comprehension questions

§ Have the students read the text aloud as a group

Differentiated Learning Activity:

§ Students that have difficulty following along are presented with an index card. Students who are at a lower reading level will read the same passage as all of the students. There is no individual aloud reading so the students won't feel pressured to read aloud.

Closure:

§ Restate or ask students to restate objective of the lesson. This lessons objective is to achieve fluency with a text.

§ The students will need to re-read the text for homework

§ Mention future lesson so students know how today's lesson is related to the curriculum

Assessing and Reflecting

Evaluation:

Formative: Every student is expected to echo the teacher reading of the text. Participation is required.

Summative:

Your Reflection:

How did the lesson go today?

One thing I would change would be______________________________________

because_________________________________________________

Next I Plan to:

Determine

Fluency is defined as the ability to read or speak with accuracy, speed, expression, and comprehension. Readers who read one word at a time and not full sentences may be in need of fluency instruction. Students who read slowly and mechanically with out an expression are also having not mastered fluency. There is another type of student that can read with speed and accuracy but does not have any comprehension skills. This child is a word call, or someone who can say words by looking at them but doesn't get any meaning from them. The final child also needs extra instruction in fluency. You cannot have comprehension without fluency.