FORI Lesson Plan

Rationale

This lesson plan aims to improve students’ fluency and comprehension through instruction using repeated readings. This approach asks students to read a given text over the course of a week using repeated reading by scaffolding their accurate reading of texts as part of their week’s lessons. This approach has been shown to be effective by Stahl and Heubach (2005).

Classroom Components

The general approach for the fluency-oriented reading instruction (FORI) intervention you will be using in your classroom is outlined below. There are certain components that need to be adhered to ensure student reading fluency growth. These are outlined below:

The approaches are designed as whole class instruction
Each lesson should be comprehension-oriented to include the normal discussion with the class regarding vocabulary, pre- and post- reading exercises, building background knowledge, etc.
An entire story or expository text, rather than a poem or short passage, must be used. Text length should be approximately 450-650 words.

The texts can be from basal readers, literature anthologies, or trade books. The reading level of the texts should be at least second grade level (ranging from J-M in terms of guided reading levels). They should be challenging texts.
There should be a minimum of 4 scaffolded (or supported) readings of each text along with at least one independent reading of the story completed at home.
It is expected that at least 90 minutes of instruction time should be devoted to literacy. FORI should constitute 20-30 minutes of that time each day.

FORI can be used in conjunction with guided reading, reading workshops, etc.

Explanation of Fluency Strategies

FORI integrates three strategies into the daily reading of one text throughout the week or lesson. Through repeated reading, students are exposed to the words in the text a number of times, which can increase students’ rate of reading, accuracy of decoding, and comprehension of text. The repeated reading model is designed to support students’ reading of a text by gradually releasing responsibility of reading from the teacher to the individual students by repeatedly modeling fluent reading of the text. By repeatedly reading one weekly text using different formats, students have the opportunity to listen to and silently read the text (teacher read-aloud) and to read the text aloud with the teacher (choral and echo reading) or a partner (partner reading), all the while gaining confidence as fluent readers.

The strategies include echo reading, choral reading, and partner reading. Each strategy is outlined and explained below:

Echo Reading: Rationale

Teachers read a section of the text aloud. It is important to start with a sentence or so and as students become more familiar with the technique and more competent with the material, this can be extended into a paragraph or longer. Students “echo” the selection back after the teacher reads it. This is a useful way of making difficult text accessible. Point-of-contact vocabulary clarification and comprehension questioning should occur after reading each few sections of text.

Echo Reading Model Lesson: What Does Echo Reading Look Like?

Tell students to turn their books to the correct page.
Explain, “We will be echo reading the story we read yesterday. I will read a paragraph out loud and you read it back to me out loud. As I read and you read aloud, I want you to read it along with your eyes. Are there any questions?”
Have students practice echo reading with a few sentences from the story before beginning the actual reading. Explain, “We are going to practice before we begin. I will read a couple of sentences and you read along with your eyes.” Scan the class to see that each student is ready to read. “Is everyone ready? Let’s begin!” Teacher reads the sentences aloud. “Now it is your turn to read with me. Make sure your eyes are on the text. Are you ready?” Teacher and students read the sentence aloud. Continue this until students are ready to echo read the entire text with the teacher.
As you are echo reading with the students, visually monitor whether students are reading and enunciating the words appropriately. During reading, be sure to stop and ask questions about the text and go over difficult words.

Pointers for Echo Reading Success

Echo reading is only successful if the entire class is engaged in the activity of reading. It is important to “set the tone” for echo reading when doing it as a whole class activity.
Appropriately model what echo reading looks like for the class before you begin regular implementation. Echo reading can become part of the routine very easily if students know the entire drill step by step. It can become a fun and interactive way to read aloud with students.
Make sure students know that they are expected to read silently when the teacher is reading. They need to understand that when the teacher reads, they should be reading along silently. If there are children who are not reading along, you can provide each child with an index card or pointer so that they move down the page as they are reading.

Choral Reading: Rationale

Choral reading involves students and teachers simultaneously reading the story together. During choral reading, it is the teacher’s job to set the pace of the reading. As the teacher reads, students read along with him or her, imitating his or her inflection and tone of voice. It provides students with supported word recognition and provides them with access to the text. There may be variations in choral reading to increase student engagement (girls go, and then boys go, then the left side, then the right side, etc).

Choral Reading Model Lesson: What Does Choral Reading Look Like?

Tell students to turn to the correct page.
Explain, “Today, we will be choral reading the story we read yesterday. Choral reading is when we read the story as a group out loud. As I read and you read aloud with me, I want you to imitate the way I read the sentences. Make sure you pause at the end of sentences, and put some life into your voice! Also, remember to speak loud enough so your voice can be heard, but not too loud as if you were screaming.” Pause here and answer any questions.
Explain, “Before we begin, we are going to practice. Read along with me.” Make sure all students read the first page or few sentences of the story with the students. Scan the room to see if any students are not following along or just mumbling. Practice reading with the students until the reading is clear and fluent and make sure all students are reading along with you.
Begin the story again with the students and read it chorally. Be sure to pause for comprehension checks and questions about meanings of words they may find difficult.

Pointers for Choral Reading Success

Let students know that they are expected to read with the class and that choral reading is a part of the reading lesson, not a “break time”.
Make sure students are actively engaged with the text.
Make it fun! Alternate between reading slowly and quickly. Have the girls read one sections and the boys the next. Divide the class into groups (A, B, C) and alternate groups reading. If the story has a lot of dialogue, assign parts for students. Change it up to keep it interesting.
Encourage students to put life into their voices as they read. Model expressive reading yourself.

Partner Reading: Rationale

Students choose or are assigned partners to reread the text that the class is working on that week. Each pair reads the entire story or section of the story, taking turns by paragraphs or pages. As one partner reads, the other monitors the reading and helps where necessary. After the story is completed, a second reading should be completed with partners reading opposite pages.

Partner reading is most successful when children understand the ground rules. To manage noise, we emphasize the “six inch voice rule”. To explain, show the students a 12 inch ruler. Explain the difference between a 12-inch voice (loudly) and a 6-inch voice (softer voice). Have students use 12-inch and 6-inch voices with their neighbors. After illustrating the rule, explain that while partner reading, students must use a “six inch voice”. Another one is the “shoulder-to-shoulder rule”. Explain to students that when they partner read, they must be “shoulder-to-shoulder”. Illustrate by having two students talk in front of the class about 2 feet apart. After this, have the students talk shoulder-to-shoulder. In other words, they must not be very far away from each other so that they can hear their partner and not have to talk loud.

Partner Reading Model Lesson: What Does Partner Reading Look Like?

Begin by explaining to students what partner reading is. Tell students, “Today you are going to read our story with a partner. When you partner read, you take turns reading pages or sentences, depending on how long the text segment is. During partner reading each partner has a job. One partner reads the sentence or page out loud and with expression. When one partner is reading aloud, it is the other partner’s job to read the words silently with him or her to make sure he or she is saying all the words right and using expression. I will assign your partner.” Go over the jobs of each partner.
Choose a student to come to the front of the room to partner read with you. Model with the student for the class what partner reading looks like, using the “6-inch voice rule” and reading “shoulder to shoulder.” Model helpful assistance when a word is unknown.
Have children get their books out and turn to the selected page. Tell students, “It is time to begin partner reading. Remember to use your six-inch voices and follow along with your partner to check his or her reading. If you finish reading before time is up, switch places and read the story over again with your partner. Begin.”
Students will commencepartner reading and teacher walks around to monitor each pair.

Pointers for Partner Reading Success

Partner reading is all about management and modeling. If you explain the expectations ahead of time, students will know what to expect and know the boundaries of the activity.
Assign partners ahead of time. This eliminates students leaving other students out and saves time during class. Students like to rotate partners also. Avoid pairing two low skilled children together. Instead, pair low skilled children with a more skilled partner with whom they get along, or even better, with whom they are friends. Two low skilled children tend to get off task because they cannot support each other through the text (Meisinger, Schwanenflugel, Bradley, & Stahl, 2004). Avoid putting two highly skilled children together. High skilled readers usually don’t need the support that a partner provides. Instead, assign them to a child that could benefit from assistance, but with whom they get along well.
Students think it is a treat to read on the floor. After they are comfortable with the process and you are satisfied with their reading, it might be fun for the students to read around the room. Set guidelines and this should go smoothly also (e.g. No reading under tables).

Weekly Lesson Plan

The weekly lesson plan for the FORI approach is as follows:

Monday. The teacher begins the week with her/his normal pre-reading activities, including building background knowledge, discussing vocabulary, etc. These activities are followed with the teacher’s effective modeling of fluent reading of that week’s text. It is important that each child has a copy of the text to read along. Upon completion of the story, the teacher and class discuss it. This ensures that comprehension is brought to the forefront of the lesson and focuses learners’ attention on the fact that the construction of meaning is the primary goal of reading. Monday’s lesson will probably range from 40-50 minutes. Students should read a book of their choice for 15-30 minutes as part of their homework.
Tuesday. The teacher and the students echo read the text. This provides the students with another scaffolded exposure to the text. During echo reading comprehension questions are asked and a brief point-of-contact vocabulary discussion should occur. After the echo reading of the text, which should generally last 20-30 minutes depending on the length of the text, the class can move on to other literacy activities. Students should take the week’s text home and practice reading it to a family member, friend, or even a stuffed animal.
Wednesday. The students and teacher choral read the text. Because students have less support than during echo reading, choral reading implements the concept of gradual release of responsibility. A partner reading of the text should follow choral reading. Partners can be selected either by the students themselves or by the teacher. Do not pair two struggling readers since this fails to provide either with enough support. Further it is best to avoid pairing two highly capable readers because they do not need the support that this procedure provides (Meisinger, Schwanenflugel, & Stahl, 2004). The students should read alternate pages with the partner providing support if the reader encounters an unknown word. This partner reading should again take approximately 20 minutes most weeks, depending upon the students’ comfort level with the procedure and the difficulty of the text itself. Again, students are expected to read for homework; however, only students who seem to need additional practice are asked to reread that week’s text. Students who seem to be comfortable with the text should instead read from a book of their choice.
Thursday. Students should partner read the text. Depending upon the time available, partners may be able to read through part or all of the text a second time. Children should take the passage home to read for homework.
Friday. The lesson should be based around extension of the story and other literacy activities. Students should read a book of their choice for their homework.