Rationale: The fluency and proficiency of a childâs reading is a huge factor. Slow readers have a higher chance of getting embarrassed in front of classmates and later quit.  This can discourage reading and lead to frustration. Children will learn to hate reading if it is not a smooth process. Children need to practice reading quickly so that they are able to read more words in a time period. This is also a way that they can get deeper into the story before getting bored.

Materials: Sweet Potato Pie by Anne Rockwell, Random House (used as entry level book) and Tom the TV Cat, by Joan Heilbroner, Random(used as inter. level); stop watch; bookmark cutouts (one for each child); fluency chart & record book (see bottom of lesson); scissors; markers; stickers

Procedure:
After the teacher has determined the levels of readers in her classroom, the classroom books can be divided into different levels by color coded stickers. Have two crates of books in the classroom with color coded stickers so that the children know which books are appropriate for their reading abilities.  Hand out bookmark cutouts, markers, and scissors.

Have encouraging words on the board such as "terrific", "excellent", "good work", "A+ effort". Tell children to decorate their bookmarks and use encouraging words. Tell them that they will get to choose a sticker for their book mark every time their reading pace increases.

Tell the students to use their bookmarks as a cover-up to help with decoding and scaffolding.  Show them that as they read they may come across a word they donât know. Have them use their bookmarks to cover-up letters & breaking words into sections until they can blend them all together and sound out the word. Then tell them to reread sentences when they use their bookmarks. Also tell students to keep count of their missed words at the bottom of their bookmark.

Once children have made it through their books call each student up to a desk away from the rest of the class and time students on fluency. Let the child watch as you record 1st, 2nd, and 3rd attempts on bookmark. Give students a sticker for improvement & new bookmarks as the old ones fill up.

Assessment:
Collect the bookmarks at the end of the three attempts and check studentâs improvements and missed words. Post a class chart on the bullentin board to use as a Îmonument for successâ and personal "teacher" chart to record studentâs records. Have extra bookmark cutouts for children to use on new books. Put ribbons or yarn through the top of cutouts and let children hang them on the board by their names on the chart.

Reference: www.auburn.edu/rdggenie; Reading Genie

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