Buzz into being a Great Reader!


Growing Independency and Fluency

Allison Pendleton



Rational: To be a great reader and comprehend what is being read; children must first become fluent readers. When children become fluent readers they read effortlessly and enjoy the experience. The goal of this lesson is to have children practice their fluency through the practice of timed reading with a partner.



A copy of Buzz Said the Bee for each student

Cover up critter (popsicle stick to use to decode) for each student

Pencil for each student

Dry erase marker

White board

Stop watch for each student

Record sheet for each student

Partner check sheet for each student



1. Say: “To become a great reader we need to learn to read fluently. To be a fluent reader one must read quickly and correctly. When you read fluently you are able to understand the story much easier.”

2. Now the teacher will pass out the cover up critters and show each student how to use them. Say: “When you are reading and come to a word you do not know use this critter to cover up part of the word and then sound out the word slowly!” Teacher will demonstrate for each student.

3. Now the teacher will demonstrate how to read fluently. The teacher will write a sentence on the board and point to each word as he or she reads along. Say: “I am going to read a sentence for you to show everyone how a fluent reader sounds.” Make sure to show the students how a non-fluent reader would read a sentence too.

4. Pass out the book Buzz said the Bee and give book talk. Say:” I want everyone to read this story and then we will talk as a class about what happens!” After this, have students read the story again to themselves.

5. Now the teacher will split the class into partners. One will read to the other while the partner is the recorder. Explain the Speed- reading record sheet.  Say: “The reader will read the book for one minute three different times and the recorder will right down the number of words read each time.  The recorder is also responsible for starting and stopping the timer after one minute.  After the third try the reader and recorder will swap positions.”

6. Now the students will fill out the fluency literacy sheets for their partner.  They will evaluate how their partner performed on the second and third timed reading.


Assessment:  After each student reads with their partner, each student come and do a timed reading with the teacher.  I will check their fluency this way.  I will also use the speed-reading record and fluency checklist as an assessment.



Long, Ali. Reading Fast is a Blast.


Murray, Bruce. Developing Reading Fluency.


Lewison, Cheyette Wendy. Buzz Said the Bee. Cartwright, 1992. 32 pages.












Record Sheet:


Name: _________________________________ Date: _________________



After 1st read _____________________

After 2nd read ____________________

After 3rd read ____________________



Partner Check Sheet:


Name: _________________________________ Date: _________________


When I listened to my partner read:


                                                    After 2nd read:       3rd read:


1. Remembered more words:      ___________              __________            

2. Read faster                                ___________              __________

3. Read smoother                             __________               __________

4. Read with expression                 __________               __________