Rational: "Skillful reading depends critically upon the speed and completeness with which words can be identified from their visual forms" (Adams 59).  Skillful reading includes comprehension and speed.  The goal of this lesson is to make students skillful readers by engaging in fluency activities by rereading books.

Materials: Paper and pencil, multiple copies of Tin Man Fix-It, stopwatch, chalkboard.

Procedure:
1.  "Today we are going to work on reading faster and better understanding what we read."
2.  Turn to page six in Tin Man Fix-It.  Use modeling to show the students how rereading can increase fluency and comprehension.  Read the page several times, getting better each time.  During modeling· scaffold.  Ask questions like, "Do you hear the difference between those two readings?" and "Didnât it make more sense the second time I read that passage?· It was because I read more fluently."
3.  Remind students that if they come to a word they are unfamiliar with, to use the cover-up method.  Give example on the board- bash.  ba + sh = bash.
4.  Hand out books.  Break students into pairs, and have them read page six to each other three times each.
5.  While students are rereading the passage, walk around and help with any questions the students may have.
6.  Have students return to their seats and read the book silently to themselves while assessment is in progress.
7.  Assessment:  Have each student come to the reading corner and read the passage they had been practicing two times.  Time their readings using a stopwatch, and record their results.

References:
Lisa Wells, "Reading Fast and Fluently"; http://www.auburn.edu/rdggenie/inroads/wellsgf.html

Adams, Marilyn Jager.  Beginning to Read: Thinking and Learning about Print.  University of Illinois at Urbana-Champaign.  c1990.

Tin Man Fix-It.  Phonics Reader ö Short i.  Educational Insights, Carson.  c1990.

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