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Comprehension through fluency  – Lesson One

Lesson Type: Language Arts – Improving comprehension through working on fluency by reading at an independent reading level.

It’s a well established fact that readers who can read fluently have good, even superior comprehension of the material they read.

Grade Range: 2 – 6 and for older students struggling with low reading levels.

Time required: One period for initial instruction, and two or three times a week for 15 to 20 minutes for several weeks.  Cut back to once a week for maintenance once good improvement is noted.                                                          Resources needed: A variety of books at the students’ independent reading levels.

Objectives:

1. To increase reading comprehension through building fluency
2. To promote a love for reading  

Procedures:

Tell your students that the faster they can read without making mistakes, the better they will understand what they read, and that you will give them 15 to 20 minutes at least three times a week to read a book you will help them select at first, one at their independent reading level.

Tell your students that it will be really important that they will read the entire time and that you will monitor them closely to make sure they do.  Having each student use a chart, like the one right below, to keep track of the number of pages read might be helpful.

Instructions to students:

1. Demonstrate by selecting a book to read.  Select one page about 1/3 into the book count out about 100 words and then read those words.  Make a few mistakes and note them.  Tell pupils it important to note the number of mistakes made reading those words.
2. Repeat with a page about 2/3 into the book.
3. Making two or fewer mistakes means the book is right to use for fluency, (independent level)
4. Let student select a book and read two passages of about 100 words as instructed.  This can be done individually or with a partner who listens and counts the mistakes, or only work with one group reading at a similar level at one time get to started with your help.
5. You have to show students what will count as a mistake.  You might not want to count a mistake a student makes, if it is immediately corrected by the student.
6. Instruct your students and reinforce it regularly that it is important to use all the time given to read to actually read, and make sure you monitor this closely. Time read is important.

Comprehension through fluency – Lesson Two

Lesson Type: Language Arts – Improving comprehension through working on fluency.

It is a well established fact that readers who can read fluently have good, even superior comprehension of the material they read.  We also know that reading word by word slows the reader down and hinders fluency.

Grade Range: 2 – 6 and for older students struggling with low reading levels.

Time required: One or two periods for initial instruction, and ongoing reinforcement for ten minutes three times per week for at least one month while expanding the difficulty level of phrases with time.

Resources needed: Flash card material, computers, if possible a smart board.

Objectives:

1. To increase reading comprehension through building fluency
2. To promote a love for reading
3. To recognize common phrases instantly. (able to read them as if they are one word)

Procedures:

Make a set of prepositional and other phrases that students encounter often.  It’s a good idea to take these from stories students are reading at this time.  To begin at the early levels sets of phrases should be two or three words in length only, and later they should include longer, three and four word phrases at least.

Examples of phrases: to town, to school, to me, to you, in spring, in summer, in fall, by day, by night, on the table, on the floor, on the chair, by the door, by the car, by the house, over the rainbow, into the cold water, around the red car, at  the little lake, etc.

Make flashcard, if possible other presentations like slide shows or power point presentations.  Before we had all that electronic equipment in our schools I used blank filmstrips, typed phrases on it and flashed them for a split second on a screen for students to read.  It took a bit of work, but the improvement in students’ reading ability/ increased comprehension made it more than worthwhile.

Instructions to students:

1. Write several phrases on the blackboard. Tell students such sets of words are called phrases.
2. Model reading these phrases and stress that they should be read quickly, as if they were one word.  Ask several students to read these phrases and encourage quick reading.
3. Next use flashcards with one phrase on each one and show the phrase for a second or a little longer, depending on the students’ level.  Slowly decrease the time you show the phrase.  Use two or three pair of students and instruct them to show the class how they can work with a partner to practice reading phrases.
4. Review the instructions in a second lesson, if necessary.  Then students should know what you want them to do when you tell them the class or in groups they will practice reading phrases, or they are to work with a buddy to practice reading phrases.

With regular and consistent practice you will notice a marked improvement in your students’ ability to read, and you will note a marked improvement in comprehension as well.