Miss Brown's Lesson Plans

Rationale: Fluency is reading with automatic word recognition. The ingredients for successful fluent reading are to read and reread decodable words in a connected text. In order to comprehend text students must be able to read fluency. Students must be able to crosscheck, and mentally mark irregular words in order to become quick fluent readers. In the lesson students will read,decode, crosscheck, and reread to improve fluency. Teacher will assist the students in reading If You Give a Pig a Pancake until the student is able to glide across the words smoothly. The teacher will measure the progress of the students in order to keep track of each student's fluency gains.

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Materials:

• Pencils

• Timer/ stopwatch (one for every two children)

• Chart with the text: "If you give a pig a pancake, he'll want some syrup to go with it."

• Peer fluency sheet (one per student)

• Reading rate forms

• Teacher fluency check (one per student) with attached comprehension questions

• Class set of the story If You Give a Pig a Pancake by Laura Numeroff

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Procedures:

1. Explain the lesson: Say- When we are reading a brand new book with lots of unfamiliar words, we don't just read it once. We read it over and over until the words start jumping out at us. When we learn the words well, they get a lot easier, which means we can read them a lot faster. Then, we have more time to think about how to say the words with expression and to better comprehend what is happening in the story.

2. Let me show you what I mean with our book: If You Give a Pig a Pancake. The first time I read something, I may make some mistakes, and it takes time to fix them.

• "If you gi-ve, give a pig a pan-ca-ke, /pancake/, pancake he'll want /so-me/ sy-r-up, syrup to go with it. Oh that's some not /so-me/. Now that I know all the words I will try again to read it faster.

• "If you give a pig a pancake he'll want some syrup to go with it"

• I am going to try again to make it smoother and add expression by saying important words louder: If you give a pig a pancake he'll want some syrup to go with it.

    3. Now I want you to read the sentence on the chart along with me. I'll take it slow but try to keep up. (all together).

    4. I had to crosscheck to figure out some of the words. Crosschecking means that after you decode a word, you read on after you come to a word you don't know so that the rest of the sentence makes sense. For example, I read, He'll want /so-me/ syrup to go with it. As soon as I read the rest of the sentence I realized it was some not /so-me/. Once you got the word, you should reread that sentence: He'll want some syrup to go with it.

     5. Let me introduce you to the book: If You Give a Pig a Pancake Book talk: This book is about a hungry pig that wants to eat some yummy pancakes. When she gets the pancakes though she is still not satisfied. The hungry pig continues to ask for more and more items. What will she ask for next? You will have to keep reading to find out!

      6. [Pass out copies of If You Give a Pig a Pancake and Peer fluency sheet] Now I want you to work with a neighbor. First one of you will read, and the other listens. Then you'll switch off so the other person reads. Ig you have trouble with a word, I want you to decode it, but then finish the sentence to crosscheck.

       7. Now, I would like you to read silently at your desk. Then I'm going to call on you to come up, bring your book, and read to me at my desk. Raise your hand when you've finished the book, If I'm busy with someone else, I want you to write on a piece of paper about your favorite part of the story.

       8. Each student comes up to teacher's desk for a turn to read aloud. The teacher times the reading and gets miscue notes during the reading. After each reader finishes, the teacher graphs the reading time by moving the pig towards the pancakes to record words per minute, using the formula

Words x 60

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Seconds

Encourage the student to keep practicing until he can reach the goal of 85 words per minute

        9. After complimenting the reader, the teacher asks one or more 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?

• How does the story end?

       10. Before student returns to his seat, have him reread any missed words, crosscheck to finish the sentence, provide the word as needed, and have the student reread that sentence. Make note of the student's words per minute.

        11. Allow more turns as time permits, asking different comprehension questions each time, until students reach 85 WPM.

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Charts Needed

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Fluency Tracker

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(move as progress)                                                                                                 (finish line!)

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