Ready, Set, Go!!
One of the most important ways to become a fluent reader is to be able to read faster.
Speed Record Sheet
Fluency Literacy Rubric
Name:____________ Evaluator:____________ Date:___________
I noticed that my partner… (color in the circle)
After 2nd After 3rd
O O Remembered more words
O O Read faster
O O Read smoother
O O Read with expression
Introduce the lesson by explaining the importance of fluency. When we reread a text, it helps you comprehend better. Today, we are going to learn how to read smoother and faster. When reader’s read smooth with expression and are faster, they become more fluent. We are going to read the same text three times so that we can learn how to be fluent readers on our own. Remind them that sometimes they will not 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 (When you take a stick or something similar to cover up parts of a word to help focus on one chunk of the word at a time) to figure out the word as they sound it out. Model this if needed.
Model how to reread a passage from the text. I am now going to read a sentence to you in different ways. After I am finished, I want you to tell me which way sounded the best to you. Liz is Six is not big. During the first reading, read the sentence like a beginning reader, choppy and slow emphasizing each phoneme. Then read the sentence smoothly and with expression. Could you tell how my reading improved the second time I read the passage? Then the children will practice becoming more fluent readers.
Split the students up into groups of two. (If there is an uneven number, I will be a child’s partner). Pass the books out to each child and then give each child a Speed Record Sheet and a Fluency Literary Rubric.
Each student is going to read to their partner. One is going to be the “reader” and the other will be the “recorders.” Explain to the children that after one person reads, they will then switch jobs. They will start at the beginning of the book and read for one minute. I will be in charge of starting the stopwatch and telling the “reader” when to stop. When I tell them to stop, the reader will put a post-it-note on the word they were on. The “recorder” will then count the words that the “reader” read and then record them on the speed record sheet. The “reader” will move their race car up to the number on the track that they read. The “recorder” will also fill in the Fluency Literary Rubric by coloring in the circles that describe how the “reader” did. They will then switch turns and the “reader” becomes the “recorder.” They will then follow the same steps in their new jobs.
After the first round, have the students reread for one minute starting at the beginning and using the same steps as they did before. Don’t let them forget to record the number of words they read each time and move their race cars. Remind the “recorder” to be filling in the fluency literary rubric after the second reading.
Allow the student to repeat these steps three times. We will stop when they have filled in all of the charts. When they are finished, each student will talk to their partner to see how they did.
I will take up the Speed Record Sheet and the Fluency Literary Rubric. Compare the first and last readings. All of the students should have increased each time. The class will also have a discussion about Liz is Six to make sure they comprehend the text. As a treat, read the rest of the book to the class since they more than likely didn’t get to finish it during their minute reads.
Phonics Readers-Short Vowels: Liz is Six. Educational Insights. ©1990.
Shealy. Ready to Race.
Dorsey. Race to the Finish Line!
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