#1 Fluent Reading: What Does it Sound Like?
by Kathryn Hooper

Rationale:

The students in the Reading Methods course are selecting books for guided reading that are too difficult for their students. One possible cause is that the students do not recognize the sound of fluent reading. They seem to equate word recognition with fluency. This lesson will model for students the sound of fluent reading.

Objectives:

The learner will:

1. Recognize fluent reading as reading that sounds like talking.
2. Distinguish between word recognition and fluency.

Activities:

1. Introduction--The Teacher will begin by asking the students to discuss at their tables what their students sound like as they are reading during a tutoring session. Each table will share one or two anecdotes with the whole group. The Teacher will take notes on the overhead. (The students will most likely say things like "slow, careful, reads in chunks, gets the words right".)
2. Modeling--With the overhead on display, the Teacher will model fluent reading. (The definition of fluent reading we use is that it sounds like talking. Fluent reading has prosody, expression and automaticity.) After reading, the Teacher will ask, 'What did that sound like?" taking notes on the responses. The Teacher will guide students to the definition of fluent reading.
3. Discussion--The group will compare/contrast fluent and non fluent reading using a Venn diagram, indicating that both may have high word recognition.
4. Review--The students will review the characteristics of fluent reading and reflect on the reading done by their tutee at their tables. They will write about how to recognize fluent reading.

Assessment:

1. Students will define fluent reading as reading that sounds like talking.
2. Students will work together to make a Venn diagram to compare/contrast fluent and non-fluent reading.
3. Students will reflect on the reading they have heard and characterize as fluent or non-fluent.

Sample Venn Diagram: