Having Fun with Fluency!


Growing Independence and Fluency

Meagan Harrington

Rationale: Children need to have reading fluency which is reading fast, accurate, and with expression. Children must have fluency in order to read faster while comprehending the material. In order to children to become fluent readers they must read and re-read decodable words in connected text. Reading fluency increase children's enjoyment of reading and helps them read voluntarily. This lesson will help increase ready fluency through three, one minute read.

- Timer (one for the teacher)
- Partner reading check sheets (one for each child- Example from Reading Genie)
- One minute read graph (one for each child- Example from Reading Genie)

- Large selection of decodable books that have different color stickers on them (ones children are already familiar with)

- Index cards with same color stickers that are on the decodable books
(Stickers are used to show book reading level. For example, red sticker is a harder book than a yellow sticker. Children are not aware of this)
- Pencils for all students
- Pen Pals: Educational Insights Book (for a book talk, and one for each set of partners


1. Boys and girls, today we are going to work on becoming fluent readers. Does anyone know what it means to be a fluent reader? It means to be able to read a book fast and with expression! Each time you read the text, you become faster because you are more familiar with that text. It takes time and practice to become a fluent reader that is why we will practice today!"

2. Children are already sitting with their partners, who are paired together according to reading level. Pass out one index card to each pair. "Ok, now I want each group to go over and pick out a book with the same color sticker that is on your index card. Everyone may pick one book."

3. "I've got my book too! The first time I read this book I was very slow and I didn't know some of the words. It sounded like this, "To, to-day I a,a-m, am sssi, siiik, sick. It was very hard to understand what the story was about since it took me so long to get through it. I decided to read the book again because it is about something that is really exciting to me. Can you guess what happened!? The second time I read it I read the words I had trouble with the first time, I read the book faster, and I knew what the story was about! So today we are going to try reading and re-reading your books so you guys become fluent readers! Does everyone have a book they are excited to read?

4. Children sit with their partner. Now pass partner check lists. Each student gets one. "Alright, I need everyone's attention. Does everyone have a book and a check sheet? Ok, I want each group to take turns reading your book to your partner. The first time you read it I want your partner to just listen. Then the second time s/he reads I want listener to fill in the check sheet. Model fluent and non-fluent reading once again. Model smooth and choppy reading, model how to read with expression, etc€ Did my partner remember more words? Did s/he read faster? Did s/he read smoother? Lastly, did s/he read with expression. If they did put a check right here (model where to write the check mark). Then use the feedback from your partner the third time you read. Then, switch. The reader will become the listener and the listener will become the reader. Does everyone understand? I will be walking around listening if anyone is confused or needs some help.

5. Once every student had a chance to be the reader and listener gather them back together as a group. Give a book talk for the book, Pen Pals. "This book is about a little baby Ben and his pet cat, Ted. Poor Ted wants to play with Ben, but Ben is stuck in his play pen. Who thinks Ben and Ted will get to play together? Well, you will have to read Pen Pals to find out!  Have children get back with their same partner. Pass out one book to each group. Pass out one minute read charts and pencils for each child.

6. "Ok, does everyone have all their materials? Hold up everything they will need so they can make sure. Ok, you are going to take turns reading and listening again. When I say GO the reader will read as fast as s/he can for one minute. I will use this stop watch to tell everyone when to start and stop! When I say stop you and your partner will count the number of words you read in one minute. After that, graph the number of words you read on the chart. Hold up the chart so they know what to use. Model a one minute read and model how to graph the number of words they read. You will repeat the same process two more times. After the third time reading, graph your number of words and then bring me the chart. When we finished three, one minute reads with the first reader then your partner will do three, one minute reads. Does everyone understand what they are going to do? Ok, everyone ready to read? Read, set, GO€

7. The graph each student hands in after the three, one minute reads will be my way of assessing each student, which is why they are all going to read the same book. 



Murray, Bruce.  Developing Reading Fluency http://www.auburn.edu/academic/education /readinggenie/fluency.html

Barberini, Emily: Jack and the Beanstalk. http://www.auburn.edu/academic/education/readinggenie/constr/barberinigf.html

Churchwell, Hope: Ready, Set, Go! Fluency, Here we come! http://www.auburn.edu/academic/education/reading_genie/navig/churchwellgf.html

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