Rationale:
 In order for children to be able to read a sufficient amount of material in a certain amount of time they need to be able to read fluently and skillfully. Reading fluency is the ability to recognize words accurately, rapidly, and automatically. The goal of this lesson is to help student develop reading fluency using repeated reading.

Materials:
Dry Erase Board
Marker
The True Story of the Three Little Pigs by Jon Scieszka
Copies of different plays for each group

Procedures:
1. I will start the lesson off by stressing the importance of reading with easy and skill. "It is very important for you to learn how to read smoothly, because fluent readers can understand what the book is saying better. Today we will be practicing techniques that will help us read faster. We will be reading and practicing a play. We will learn that rereading a text will increase speed and accuracy. "Remind the students that fluent reader do not always know every word, so they should read to the end of the sentence and use cover-ups to help them.
2. Write the sentence on the board. "John had a horrible cold with a sneeze louder than bus horn." Read the sentence slowly to the students. "Joohnn had a hoorrrible coold with a sssnneeeze loooder than a trraaiin." Sound out the words slowly and model the silent cover-up method. Read the sentence a second time more smoothly. As the students which one they liked better.
3. Write another sentence on the board. "I want a hamburger and a chocolate milkshake for lunch today". Divide the students into pairs and have them practice reading the sentence to one another until they can read it smoothly. When they finish ask them did you read more smoothly the first time or the second time? Tell them "This is why we have to practice our reading to become good at it" Isn't it more fun this way?
4. Read The True Story of the Three Little Pigs to the class. Give them copies and tell them to follow along to become more familiar with any new words.
5. Split the students into groups of four. Assign each person a character from the story. Have them practice reading to one another to become familiar with the text. After they have read it once, have them switch characters. They can do this until everyone has had to chance to be every character.
6. For more practice, have each group assign a science. Tell them that each group will present their scene in front of the class, so you need to practice it several times so you can read it smoothly and with expression. Give the students a certain amount of time to practice.
7. For assessment, give students time to practice reading a challenging book and take a running-record. Then give them more time and take another running record on the same book and check for improvement.

References:
Eldredge, J. Lloyd (1995).  Teaching Decoding in Holistic Classrooms.  New Jersey: Merrill,   1995. pp.167

http://www.auburn.edu/rdggenie/openings/stewartgf.html