Growing Independence and Fluency Design:

Get Ready, Get Set, READ!

 Blakely Barnett

Rationale: The goal of this lesson is to help children become better, more fluent readers. It is very important for children to become fluent readers so that they can become faster readers with more expression. It is also very important for children to become better at comprehending what they are reading. All of these important aspects of reading come with good fluency! This lesson is for students to develop strong reading fluency skills through repeated readings. When students do repeated readings, it helps the children become much better at fluency, because they gain more and more knowledge of the text.


Materials: White Board, White Board Marker, Book: The Race for Cake By Geri Murray, Timer for each student, Reading time sheet for each student, Check sheet for each student. Cover-up sticks.



1. Write the word “fluency” on the white board. Say: Does anybody know what the word fluency means? (Give children a minute to answer, and give their definitions). Fluency is being able to read both faster and smoother. Why would we want to be fluent readers? (Wait for responses). It is very important to be fluent readers because fluency causes us to be able to comprehend or understand what we are reading! In order to become more fluent, we have to practice reading a lot!


2. Say: First, we are going to review how we decode words that we do not recognize when we read. We are going to do one example together. The word we are going to decode is “splotch”. This can be a difficult word if you do not recognize it! Everybody get out your cover-up sticks to use when you read later in this lesson (They should have these from previous lessons). I will demonstrate how to use this cover-up method to decode this word, everybody watch. First, I see the i. This i is not followed by an e, so I can assume it says /i/. Next, I will uncover the first part of the word with my fingers. I see s which I know says /s/, then I see p which I know says /p/, then l which I know says /l/. So far, I know the word sounds like /splo/. Next, I will uncover the last part of the word with my stick. I see tch which I know says /ch/. Spplloottcchh. After uncovering the word and blending the sounds, I get the word Splotch!


3. Using the white board, the teacher should write, “ Jack and Tim raced around the track and finally made it to the finish line.” To make sure the students completely understand what fluency is, teacher will read the sentence to them using fluency, and not using fluency. Say: Jaaackkkk aaanddd TTTiiimmm Raaacceedd aarrounndd theee trracckkk anndd finnaallly maadeee it tooo thee finissshhh lliinneee. Did I read this sentence using fluency? That’s right! I did not read fast or smoothly. I got caught up on a lot of words, and it caused me to slow down and read choppy. Now, listen to me read the sentence again, Jack and Tim RACED around the track and FINALLY made it to the finish line!! The students should hear a lot of expression in the teacher’s voice, and notice how much faster she read.

 What was the difference in those two readings? I am going to reread the sentence a few more times, after decoding each word and getting to know the sentence better. See how much better I get at reading this sentence with so much practice? Now you get to try!

4. Say: Today, you are going to get to read “The Race for Cake”. This book is very fun to read! It is about a girl named Jess and a boy named Ben who are swimming. They start to smell something delicious! They realize that their mother is baking a cake! They become very excited and very hungry. They race to the house to see about the cake, but little did they know, their dog named Lad came with them! You will have to read this book to find out exactly what happens!


5. Teacher should pass out one book, timer, and reading time sheet to each student. You will read this book three times. Each time you read, you will time yourself with your timer. (Explain how to use the specific timer). Press the start button right when you begin to read, and press the stop button right when you finish the book. You will do this THREE times! Record each time on the worksheet. Get ready, Get set, READ!


6. Teacher should give each student a partner, and pass out partner sheets to each student. Say: Great job everyone! Now, you are going to read with your partner! When your partner is reading, I want you to check the boxes that your student is improving in, and x the boxes that they are not improving in. Only do this after the second and third time. You will each read the book three more times, and fill out one sheet for your partner.


Assessment: I will go around and observe students as they read to their partners and listen for quick, smooth reading. I will assess their recordings on the first timing sheet to see if they seem to be on the right track. I will also assess their partner sheets to have a better idea of their fluency. For individual assessment, I will pull one student aside at a time and let them do a one-minute read. I will write down any miscues from that reading to give me an even better understanding of each child’s fluency.



 Beth Crenshaw “Ready, Set, Race to Read”.


“Teaching Blending” Bruce Murray.


“Developing Reading Fluency” Bruce Murray.


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Reading Time Sheet


Name____________________________                     Date____________________




          After 1st read:__________________

          After 2nd read:__________________

          After 3rd read:__________________





Partner Check Sheet


Name:______________________________                                   Date:_______________


Partner Name:_________________________




After 2nd Reading

After 3rd reading











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