Mary Cox Brown                 

 Speeding into Fluency

Rationale- Fluency is an important part of reading. Teaching children to read fast, with expression, and without mistakes develops fluency. We will use timing today to increase fluency.


 The book: Caps for Sale.

A chart made with a track and stick on cars to track progress


Fluency chart for each child

Time sheet for each child


1. I will introduce the lesson by letting each child know that reading fluently takes a lot of practice.  Explain that fluency is when someone reads fast and also reads with expression and correctly.  (Model how each of these terms would apply to their reading).  Then explain that we are going to practice becoming fluent by reading the same book three times.  Remind them that sometimes they will now know every word they come across.  Tell them that when this happens, they need to either read the rest of the sentence, or use the “cover up” method to figure out the word as they sound it out.  Model this if needed.

 2."Why do you think it is important for us to be able to read fast?  I’ll give you an example. I will read the first sentence of Caps for Sale very slow.  "What do you think I could do make this sentence sound better and make it more fun for you to listen too?  Read faster, that’s right!  Could I also try to make it sound better by changing my voice?  I can do this by adding expression to the sentence.  Well, this is what we are going to work on today.  We are going to read this story three times so that we become very familiar with the story, we are able to read it more fluently.  Does everyone remember what fluent means?"  If they don’t, tell them again.  "Also remind them to think about what they are reading so they can make connections.  

3. Next I will split the class up in pairs.  If the number is uneven I will pair up the student.  Each pair will receive a book and a speed sheet . 

4. Tell the students that one person is going to read and the other is going to be record the times.  Explain that after the first person has read, they will switch places.  I will explain that each time they read they will begin at the beginning of the story and read for one minute.  I will also tell them that I will keep the time, so I will tell them when to start and stop.  When I say stop the child reading will put their finger on the word where they stopped and the child who is recording will count the words to the child’s finger and write them on the speed sheet. The child’s whose turn it is reading will move their car to the number of words on the race track.  .  The child recording will also circle the areas there partner did well in during this reading.  They will then switch turns and the child reading becomes the one recording.  They will then follow the same steps in their new jobs.  

5. for the second and third rounds let them use the same directions as before.  Remind them to fill in the speed sheet and the fluency rubric. 

   6. When they have completed reading three times, have them talk to their partners about how they did.   Have them ask each other what they think they have learned through this exercise.

7. For assessment I will collect the speed sheets and fluency rubrics . I will look to see that they have increased each time. We will also discuss the book we have read to check for comprehension.  I will also give them something fun to do with this story for comprehension by having them draw a picture and tell their favorite part to the class.  This would be something great to display to show what we learned from our story. 


Adams, Lacy. Up, up, and Away with Fluency. 

Slobodkina, Esphyr.  CapsFor Sale.  Scholastic Inc.  1968.

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