Growing Independence and Fluency Design
Flat Stanley and Fluent Reading
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Growing Independence and Fluency Design: Flat Stanley and Fluent Reading
By: Kathryn Stubblefield
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Rationale: This lesson is designed to help improve and hone students’ reading fluency skills. Fluent reading refers to the concept of reading a text through automatic word recognition instead of wasting time with individually decoding words, and it is a skill that paves the way for a reader to better comprehend text, be expressive in their reading, and so much more. Fluent reading is a crucial step for students developing foundational reading skills that will allow them to become pro readers in the future. In this lesson, students will work on these fluency skills through repeated readings and timed readings. Student improvement and achievement will be monitored and seen throughout the repeated reading process.
Materials: Class copies of I Can Read! Flat Stanley and the Lost Treasure, stopwatches for each set of students and the teacher, printed “Fluency Checklist” pages for each student, assessment sheets for each student used by the teacher, cover-up critters for each student, a calculator for the teacher’s WPM calculations, a whiteboard and dry erase marker to record instructions, a large island-ocean-treasure chart, and individual sailboats for students that can be attached with Velcro.
1. Start by saying: “Today we are going to work towards becoming fluent readers. Being a fluent reader means being able to recognize words automatically and quickly: doesn’t that sound so much more efficient than having to break down every word? It takes time and work to become a fluent reader, but I know you can do it! Just think of all the benefits: you’ll be able to read with expression, it’s easier to understand what’s going on in the story, and overall, you will be able to enjoy your reading more! Let’s get started.”
2. “First, let’s review some strategies we have used in the past that help us when we are unsure of a word. First, can anyone tell me what this is? [Hold up a coverup critter]. Exactly! This is a cover-up critter. A cover-up critter helps us to break down words into more understandable chunks when the whole word feels a little overwhelming. For example, if I saw this word (gold is written on the board) I could use my cover-up critter to figure out what it says. I know that o = /O/ and when I put that with my g = /g/ I get /g/ /O/. Next, I move onto my l = /l/, so all together it says /g/ /o/ /l/. Last but not least, I know it ends with /d/ = /d/, so I can read the whole word as /g/ /O/ /l/ /d/. Gold! Like the kind of treasure that a pirate would look for. Wasn’t it helpful to have our cover-up creature when we weren’t quite sure what the word said?
3. “Another strategy we have talked about is cross-checking. Cross-checking is a strategy we use when we need to double-check a word that we aren’t sure about in a sentence. For example, if I saw this sentence (have the sentence written out on the board), and I read it as 'my friend loves to sail his SLIP out at sea', I think I need to double-check my reading of the word slip. It didn’t quite make sense in the sentence. If I couldn’t figure out the word by reading the full sentence, I can then go back and use my cover-up critter to break down that word even more. /sh/ /i/ /p/. Oh! The word is ship: 'my friend loves to sail his ship out at sea.'"
4. “Now that we have reviewed some of our previous reading strategies, let’s look ahead to what it could mean to become a fluent reader. I am going to let you listen while I read a short passage two times. While you’re listening, I want you to think about which way of reading sounds like a beginning reader and which one sounds like a fluent reader. Here is option one: 'Pppiiirrraaattteeesss lllooovvveee tttooo hhhuuunnnttt fffooorrr lllooosssttt tttrrreeeaaasssuuuree.' I’ll read it in this way one more time. [Repeat stretched out reading]. That was option 1. Next, listen for what option 2 sounds like, and remember, you’re trying to decide which way sounds best like a fluent reader! Read: 'Pirates love to hunt for lost treasure'. I’ll read it in this way one more time. [Repeat fluent reading]. Now everyone hold up a fist in front of your chest [demonstrate], and show me using your fingers which way of reading you liked best: option 1 or 2. (If there are any students who hold up a one, we will address that first, and I will ask for their reasoning. However, I believe that many students will put 2). I see lots of twos! Can someone with a two held up explain why you thought the second reading sounded more like a fluent reader than the first? [Wait for and respond to answers]. Can anyone explain why they think the second option of fluent reading sounded better than the first? (Hopefully, they will mention things such as 'the second time it was easier to understand what you were saying' or 'I could follow along better with the second sentence'. If not, I will be sure to introduce these ideas myself.) Absolutely! The second reading was much easier to understand and showed an excellent mastery of fluent reading."
5. “Today, we are going to practice our reading fluency skills by reading a fun and adventurous story called Flat Stanley and the Lost Treasure. Have you all ever heard of Flat Stanley? He is flat and slim which helps him travel all over the world. Sometimes being flat comes in handy for Flat Stanley during fun adventures—like when he is surfing or rescuing a trapped dolphin from a net. 'In this exciting adventure, Flat Stanley and his brother, Arthur, find sunken treasure in an old shipwreck. But Stanley has to get rid of his gold bar in order to squeeze through the net and rescue the dolphin. Will they ever find the treasure again?' Let’s get reading to find out!" (I will pass out the class copies of the books) Let’s read the first two pages together to get started."
6. “Wow! I can’t wait to see what Flat Stanley does next! Now, let’s move into partner pairs. You will get to choose your partner, and each pair will need to send one representative to my desk to retrieve one stop-watch and two copies of the “Fluency Chart”. Once you have your supplies, spread out around the room to give yourselves plenty of space to work. The supplies list and instructions are written for you on the board in case you need to reference them. When have your partner, your supplies, and your spot, show me you are ready to go by sitting quietly with a “bubble” in your mouth."
7. “I see some fantastic bubbles out there! In our next step of becoming fluent readers, we are going to practice reading with our partner pairs. First, each partner will take turns reading the next six pages of the book aloud. They will read these pages three times. While one partner is reading, another will use a stopwatch to record the time. You will record the length of time it takes for your partner to read on your 'Fluency Checklist'. Also, after the second and third rounds, there is a checklist at the bottom of the sheet that you can use to mark where your partner is improving each time. This way, we can see how each of you is making progress with your reading! While you are timing your partner, be listening for how their expression, smoothness, and word recognition are improving. Make sure to use kind words when you are reviewing your partner's work!"
Also, if you ever come across a tough word, don’t be afraid to use the strategies we talked about earlier, a cover-up critter and cross-checking, to figure it out! (Students will have cover-up critters stowed at their desks). I will walk around and monitor the students as they are reading.
8. “After we have made some progress with this activity, I am going to call each of you back one at a time and ask you about the story to make sure you are understanding what Flat Stanley is up to on his adventure, and I will have you read the pages you read to your partners to me.”
9. Assessment: Call each student to the back to read the six-page passage that they read with their partners. Ask 3-4 comprehension questions.
Questions:
1. Who is adventuring with Flat Stanley? How do they know each other?
2. What issue did Flat Stanley run into with the Gold Bar?
3. What decision is he having to make?
The teacher should take notes for their assessment on a separate piece of paper and attach it to their checklist. The structure of this page is attached below. Time how long it takes the students to read their six pages. Record students’ words per minute on the chart and compare it with the progress that has been recorded on their "Fluency Checklists".
At the teacher's desk, he or she should individually explain their WPM class chart. (This chart will be an ocean with low WPM rates near the first island and higher WPM near the treasure chest marked by an X). After establishing their first WPM and placing their sailboat on the track, students will have the chance to reread more times at the teacher's desk to improve their place on the water. Each student will be given their own sailboat that will be attached to the chart using Velcro.
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References
Brown, Jeff. I Can Read! Flat Stanley and the Lost Treasure.
https://www.icanread.com/9780062365965/flat-stanley-and-the-lost-treasure/
Choi, Jane. “Go Wild for Reading”.
https://janee95.wixsite.com/mysite-1/growing-independency-and-fluency-de
DiCharia, Olivia. “Dragons Love to Be Fluent”.
https://oad0004.wixsite.com/mysite/contact
Massey, Sarah. “Junie B. and Fluency”.
https://skm0044.wixsite.com/lessondesigns/growing-independence-and-fluency
"Fluency Checklist" Sheet
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Title of Book: ___________________________
Student’s Name: _______________ Date: ______________
Partner’s Name: _______________
1st Reading Time: _____________
2nd Reading Time: _____________
3rd Reading Time: _____________
(Place a check mark where improvements were made)
After 2nd Reading After 3rd Reading
______________ _______________ Remembered More Words
______________ _______________ Read Faster
______________ _______________ Read Smoother
______________ _______________ Read with More Expression
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Assessment Sheet:
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(Words x 60)/seconds = WPM
First Round WPM: ____________
Second Round WPM: ____________
Comprehension Question Notes:
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(shore)0---------10-----------20-----------30----------40-----------50----------60-----------70----------80----------90---------100(treasure chest/x marking the spot)
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