Rationale: 

As we work towards becoming stronger readers, we must learn to read fluently. Being a fluent reader means we can recognize words quickly and accurately. This is an important step in reading. Fluency is key to building efficient comprehension and a positive attitude toward reading. Whenever we begin to accomplish this, we can understand the meaning of the text instead of spending so much time decoding words. In order to become fluent readers, students must decode, crosscheck, reread, and make mental markings. Thanks to better comprehension through fluency, the stories become more interesting and engaging. 

 

Materials: 

• White Board + Dry-Erase Marker

• Timers (enough for pairs)

• Fluency Chart (one per student)

• Fluency Checklist (one per student)

• Cover-up Critters 

• Class set of The Rainbow Fish

• Poster with a picture of the rainbow fish and sentence stating, “The rainbow fish is shiny.” 

 

Procedures:

1. Say, “Hey everyone! Today we will work on becoming fluent readers. Who can tell me what they think it means to be a fluent reader?” *Allow a few answers to be given* “Being a fluent reader means having the ability to recognize words and read them effortlessly. In return, we are able to gain a better understand of the text rather than spending time decoding words and having to figure out their definition.” 

2. Say, “Let’s practice as a large group before we begin. First, I will read the sentence aloud while you all listen. As you listen to me read, think about if I am read fluently or not. The r-ah-nuh-b-ouww, the ran-bow fish is shiny. That doesn’t sound right. *Use cover-up critter* “R-ai-n-b-ow. Oh, rainbow. The rainbow fish is shiny.”

3. Say, “Raise your hand if you think I was a fluent reader the first time I read that sentence.” Give students time to decide, then ask a few with their hands raised why they think I come off as a fluent reader. Next, ask a few students without their hands up why they think I was not a fluent reader. Say, “Those of you who thought I was not a fluent reader during the first sentence are correct. You noticed I got stuck on the word rainbow. After decoding the word rainbow, I was able to go back and reread the sentence. The next time I was fluent because I was able to read the sentence effortlessly. Now, the sentence makes sense.”

4. “Now you all will practice becoming fluent readers. We are going to read The Rainbow Fish. The Rainbow Fish is about one fish that had beautiful scales, including some that were shiny. Other fish approach Rainbow Fish and ask him for a shiny scale. Will they get a shiny scale, or will Rainbow Fish keep them to himself? Let’s read to find out.” 

5. Pass out “The Rainbow Fish” books to each student and explain that they will first read the book to themselves. After reading it silently, they will get with a partner to read it to each other. Whoever is not reading will use the timer to help us check out fluency as we read aloud. (Demonstrate how to use the timer) Whoever is reading will read the story 2 times. The listener should write down the amount of time it takes your partner to read the story both times. Also, make notes if the reader is using expression, reading fluently, or both. After the reader has done this twice, turn and talk. Explain what went well, what didn’t go so well, and how it could go better. Then, swap roles. 

6. Go through the directions one more time to be sure things are clear and ask if anyone has any questions before getting started. Remind the students to be kind, display wisdom, and listen carefully as their partner is reading. Tell the students, “Do your best. It is okay not to know a word. If this happens, remember to decode, crosscheck, and reread to be sure it makes sense.” Let them begin. 

7. Teacher should practice withitness as the students are working with their partners. Walk around and make sure they are staying on track with their work and following directions properly. 

 

Assessment:

Verbal Discussion: 

1.) What happened at first when a friend asked for a shiny scale? 

2.) When Rainbow Fish decided to share with his friends, how did that make everyone feel? 

 

Written Assignment:

Create a journal entry— within this journal, write about what you would do if you were the rainbow fish. Would you share your shiny scales? Or would you want to keep them to yourself? Tell why. Also write about how you would feel if you were the other fish. Would you be sad that Rainbow Fish didn’t want to share, or would you understand? Give us details. 

Collect the fluency checklists and charts once they are complete to calculate fluency/WPM. (words x 60/seconds)

 

Fluency Checklist
Book Title: The Rainbow Fish
Student’s Name: ______________________   Date: ________________
Partner’s Name: __________________________
After 2nd Reading                    After 3rd Reading

______________                   ______________     Remembered More Words

______________                   ______________     Read Faster

______________                   ______________     Read Smoother

______________                   ______________     Read with Expression 

 

(Words x 60) / Second = WPM

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0 - - - - 10 - - - - 20 - - - - 30 - - - - 40 - - - - 50 - - - - 60 - - - - 70 - - - - 80 - - - - 90 - - - - 100

Correct Words Per Minute

 

References:

Pfister, M. (2000). The Rainbow Fish. North-South Books.

Westmoreland, Jordan. “Hopping into Fluency.” https://jwestmoreland113.wixsite.com/mysite

Sienkiewicz, Anna. “Fishing for Fluency.” https://als0095.wixsite.com/readinglessons/growing-independence-and-fluency 

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