Finding Fluency with the Cat in the Hat

Growing Independency and Fluency 

Anna Reid Dove

 

Rational:  This lesson is designed to help students reading fluency, which is how fast a student can read at an even pace while still comprehending the information.  Reading comprehension allows for the student to enjoy the book they are reading because they can read slow and understand the content of the story.  To have successful fluency, a reader must learn to decode words in the text they are reading.  In this lesson, students will learn strategies and skills they need to become fluent readers.  In this lesson we will be reading the story, “The Cat in the Hat,” by Dr. Seuss.  I will teach the students how to “cross check,” which is a way to deal with an unfamiliar word they are unable to decode.  

 

Materials: Class set of “The Cat in the Hat” by Dr. Seuss, stopwatch (one per pair), pencil, cover up critter, fluency checklist (one per student), reading tracker (one per student), class set of pencils, teacher checklist (one per student), and a white board

 

Procedures:

1. Say: “Good morning class!” “Today we are going to work on fluency while we read.” “Fluency allows for us to comprehend a passage and it also makes reading smoother, and more enjoyable!” Fluency also helps us use facial expressions while we read, and it also allows for us to quickly read without errors!” “That sounds great doesn’t it?”

 

1. Say: “Today, we are going to use coverup critters to help us decode words we have never seen before.” “First I am going to show you all example on the white board.”  “We are going to decode the word “cat”(write cat on the white board).” “First I am going to cover up all the letters except for the first letter “c”.” “/c/…./c/…./c/….” “Now let’s uncover the second letter “a”.” “/a/…./a/…./a/…..” “Then let’s uncover the last letter, “t”.” /t/…./t/…./t/. “Let’s put it together!” “/c/ …/a/…/t/…cat!”  “This word is, “cat”!” “Let’s put this word in a sentence.”  “I have a pet cat.”

 

1. Say: “Now students, I am going to demonstrate the difference between reading fluently and not reading fluently.”  “First I will write the sentence on the board, then I will say it two different times, and I want you to think which one is which.” “I hhhhaaaavvveee aaa peeeetttt cccaaattt ttttthhhaaattt hhhaaasss aaaa cccooolll hhaaattt.” “I have a pet cat that has a cool hat (using expression and smooth reading).” “Now students, can you tell me which one I was reading more fluently?” “Yes you are correct, in the second sentence I was faster with my words but it read smoother than the first one.” “In this next activity, I want you to try to read faster and with expression!”

 

1. Say: “For this next activity, I want you to read “The Cat in the Hat” at your desk quietly.”  “The Cat in the Hat” is about a cat who invites himself into a house of two strangers.” “These two strangers are young children named Sally and Sam.” “Sally and Sam’s mother is out for the day, so the cat decides to play with them, and also teaches them some tricks.” “We will have to keep on reading to see what the cat, Sally, and Sam do all day!”

 

1. After the students quietly read “The Cat in the Hat,” I will pair them up in groups of two.  Say: “I am going to pass out a stopwatch, a copy of “The Cat in the Hat,” two reading trackers, and two fluency checklists.” “I want you and your partner to each read the story three times through.” “One person will go at a time.” “Each partner will take turns being the reader and the timer.”  “The timer will record the amount of time it takes the reader to finish the book,  and will record the times on the reading rate chart.”  “The reader will focus on their reading.”  “Record all three times on your reading tracker, and words per minute chart.”  “After your partner has finished reading once, fill our their fluency checklist.” “This will help your partner evaluate if their reading fluency is increasing or decreasing.” Before the students start this activity, I will show the students how to use the stopwatch, and how to fill in the chart and tracker.  Once the students start, I will observe by walking around the classroom and making notes.  I will also be there for the students if they have any questions concerning the activity.

 

Fluency checklist for students: 

Did your partner read smoothly?

Did your partner use facial expression?

Did your partner use voice chances while they read?

Did your partner understand the use of expression while reading?

 

Words per minute chart:

1. ____ words in ____ seconds 

2. ____ words in ____ seconds

3. _____ words in ____ seconds

 

 

Reading Tracker:

 

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

Correct words per minute: 

 

1. Once the students are done with this activity, I will collect the data recorded by the students.  By doing this the I will be able to assess each student’s data and work with students who might be struggling.  I will also use the observations and notes I made while I observed the room during their activity.  Lastly, I will have each student come to my desk to read the story.  I will mark their miscues and take notes on their reading.  Lastly, once the students read the story to me, I will ask them comprehension questions to assess their reading fluency.  

 

Comprehension quiz and teacher checklist

Students name: 

Amount of time it took to finish the book: 

Words per minute: words x 60/seconds = _____ WPM

Comprehension quiz:

1. Where did the mother go in the story?

2. What did the fish in the story land in?

3. What is the color of the Cat’s Hat?

 

References:

1. Finding Fluency with Rainbow Fish! Tindall Morring https://ktm0014.wixsite.com/mysite/growing-independence-and-fluency

 

  2. Reading is not unbearable.  Taylor Hoff https://taylordhoff.wixsite.com/lesson-designs/growing-independence-and-fluency-gf

 

 

  3. Seuss, Dr. The Cat in the Hat. New York: Random House, 1957. Seuss, Dr. The Cat in the Hat. New York: Random House, 1957.

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