1,2,3 Read Fluently With Me!


Lauren Walker

Growing Independence and Fluency


Rationale: To become successful readers, it is important that we learn to read fluently. Fluency results in the ability to read at a fast, smooth, pace, with expression. Fluent readers have automatic word recognition. An effective way to become fluent readers is to read often, and repetitively. Repeated readings are used to help students gain a better understanding of the text, and in return, be able to comprehend what is read. In this lesson, students will learn strategies to become fluent readers with automatic word recognition, while also performing repeated readings, to apply these strategies.


-Copies of Henry and Mudge: The First Book (1 per student)

-Cover up critter -popsicle stick (1 per student and myself)

-Reading check sheet (1 per student)

-Stopwatches (1 per every 2 students)

-Sentence strip: "I love to swim in the ocean."

-Sentence strip: "Sometimes I play in the sand, when I'm tired of swimming."

-Primary paper (1 piece per student)

-Plenty of pencils and crayons




1. Introduce the lesson by saying, "In order to become better readers, we must learn to read fluently. Reading fluently means that we read at a fast, steady, smooth pace, with expression! Fluent readers automatically recognize words. Fluency is important, because it makes reading easier and more enjoyable."

2.  Say: "Sometimes when we try to read fast, we get ahead of ourselves and read a word incorrectly.  To become fluent readers, we have to fix mistakes like that. To fix that mistake, you're going to use something called cross checking. Cross checking is when you get to the end of a sentence and realize that it doesn't quite make sense."

3.  Model cross checking by reading the first sentence strip on the board ("I love to swim in the ocean.") Say, "Let me show you how to cross check. I'm going to read the sentence on the board… 'I love to swime in the ocean.' Hm…. swime in the ocean? That doesn't make sense. I better reread the sentence. 'I love to swim in the ocean.' Ohhhh swim. That makes better sense, because you swim in the ocean, not swime! Remember to use this strategy when you are reading so that your story makes sense."

4.  Say, "What happens if we come to a word we don't know? Right! We try to decode it. When we learn to decode words, we learn to recognize words automatically, and we know that to be fluent readers, we have to automatically recognize words. Today we are going to use our critters to read sentences."

 5.  Model reading the second sentence on the board ("Sometimes I play in the sand, when I'm tired of swimming") by using a critter. Let's look at the sentence on the board and try and read it quickly 'Sometimes I pray in the sang, when I'm tried of swimming.' Did that sentence make sense? I didn't think so… let me read it again using my critter. Watch as I cover up certain parts of the word. Sometimes I plllllaayy in the saaannddd, when I'm tirrrreedd of swimming. When I covered it up and took my time to sound it out, it was a lot easier!"

6.  Pass out copies of Henry and Mudge: The First Book. Say, "Today, you guys are going to get with a partner to work on your fluency. We will be reading in the book, Henry and Mudge: The First Book. This book is about a little boy who feels all alone. He lives in a neighborhood with no other kids, but he finds a friend in a dog named Mudge. Henry and Mudge share several adventures in this book, and we are going to read to find out about them! Today, I want you to take turns reading chapter 1 with your partner. You will each read chapter 1 three times, but don't worry, it's only 4 pages! You each are going to get a "Partner Check Sheet." One of you will be the reader and one of you will be the recorder. While you are the recorder you are going to use this check sheet to assess your partner. When you partner reads, you are going to use the stopwatch to time how long it takes them to read the whole chapter. When your partner reads the 2nd and 3rd time, you are going to check to see if they remember more words than the last time they read, read faster, and read smoother. If your partner reads more words than they did last time, you are going to put a check in the box next to it. If they read faster smoother, and with expression, you are going to do the same. Remember, a smooth reader reads with ease, recognizing words automatically. Also, make sure to use the strategies we've learned about today, like cross checking and using our critters when sentences don't make sense!"

7.  After everyone has completed this activity say, "Everyone has done a great job! Remember becoming fluent readers takes a lot of practice and repeated reading. I want you all to keep practicing!" Discuss students' progress.

8.  Pass out primary paper. Have students write at least 3 sentences about what they've read, and draw a picture to illustrate a scene in the book. Say, "Now we are going to take a few minutes to write about what we read. I want everyone to write at least three sentences explaining to me what you've read. Pretend I've never read this book; tell me what chapter 1 is about. At the top, illustrate a scene from what you've read. "

Assessment: To assess my students, I will have each of them come to my desk and read a chapter of the book. I will refer to their reading check sheets. I will also use their illustration and description of what they've read to make sure they comprehended the material. 


After 2nd

After 3rd

Remembered More Words



Read Faster



Read Smoother



Read With Expression





Rylant, Cynthia. Henry and Mudge: The First Book. Simon Spotlight, 1996.

Katherine Crum, Ready, Set, Read!: http://www.auburn.edu/academic/education/reading_genie/doorways/crumkgf.htm

Assessment chart: Emily Tyler, Reading With Speed: http://www.auburn.edu/academic/education/reading_genie/odysseys/tylergf.html

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