the Fluent Reading Waves
Fluency Literacy Design
Amanda Kaye Owens
Students must learn to read with fluency and efficiency
to gain enjoyment and meaning from reading. These skills lead to
and expressive qualities in reading.
Re-reading a text is a way to help students develop fluency
use effortless word recognition.
Materials: What will
the seal eat? Educational Insights,
1990. Class set
Stop watches for each group
of two students
Progress chart for each
child with a seal marker and several waves for graphing the number of
read in one minute
Cards for each group of
students with sentences like "The car is small and fast.” Or "My mother
eat ice cream at the park"
- “Today we are going to practice
becoming super readers! We are going to work with partners to practice
reading with fluency. Fluency means that we read quickly and smoothly.
Why would we like to read quickly and smoothly?
- “I am going to read this sentence in
two ways, like a beginning reader and like a reader who is reading
quickly and smoothly.” Have sentence on the board and model reading
slowly and then reading with fluency. “Thhhheeee bbboookkk is on the
rrreeddd shhhhhellf. I read very slowly that time. This time I am going
to read the sentence quickly and smoothly. I am going to read it to
myself silently first. The book is on the
- “Reading quickly and smoothly helps me
understand the sentence better. Now you
try. Find a partner and read the sentence on this card.
How does it sound the first time you read the sentence? Read
it one time to your partner and then 3
times to yourself silently. Reading the
sentences several times will help you read it quickly and smoothly.
Then read it aloud again, see what a quick and smooth super reader you
- "Remember if you come to a word you
don't know you can try a cover up to figure it out. If come
to the word on the board ( have bed written), I can cover up everything
but the vowel. So it's /e/. Now add the first part /b/, so
it is niow /b/e/. Add the last part /d/, so it becomes /b/e/d/.
- Pass out progress charts, stopwatches
and What will the seal eat books to groups. Now
I want you to have two jobs with your partner. One of you will be the
reader and one will be the timer. When
it’s your turn to read, see how many words you can read in one minute
quickly and smoothly. Your partner will work the stopwatch for one
minute. Don’t skip any words.
At the end of one minute count how many words you read and
then move your seal up the waves for the number of words.
Then your partner has the job of reading and you have the
job of timing them for one minute. Don’t
forget to let your partner count the number of words they read and move
their seal up the waves.”
- Keep switching until you have both
read three times. If you read more words move up the waves, if you read
less words move down the waves. After reading a few times you will be
on your way up the waves to super reading!
- Walk around and listen to the students
reading assisting them with recording their chart.
- Assessment: I
will call each student up to do a one minute read with me to
individually assess reading fluency. I
will also collect the progress charts for each student to assess the
words per minute.
Ready Set Read!
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