Fluent readers must read consistently, fluently, accurately, and with
emotion. In order for the students to become fluent readers, we
will work on reading speed.
Stopwatches for each pair of students
Monkey reading chart for each student (this includes a monkey that is
progressivly trying to reach a higher level on a tree. Each time
a student reads, you move the monkey to the number of words they read
in that minute)
A copy of the book, Let’s Go Froggy by Jonathan London for each student
(published by Picture Puffin)
1. Now that we have learned all of our letter correspondences, it
is time to become the best readers we possibly can. In order to
be the best readers, we have to try to make our books sound interesting
and read without pausing very much. This is called expression and
fluency. We are going to try to say all of our words with emotion
and to read them very fast, without messing up.
2. I am going to read you all a sentence in two different ways, I
want you to listen carefully and tell me which sentence sounds the
Read one sentence sounding out each phoneme, short and choppy, and then
read it again in a normal reading voice.
"I...a.m...g.o.ing...to...th.e..s.t.o..re. Now here is the
sentence a second time, I am going to the store."
Which sentence sounded best? That’s right, the second one
did. That’s because I read it the best that I could.
3. We are going to read a book called, Let’s Go Froggy!
This is about Froggy and his dad trying to go for a bike ride.
Every time they start to go for the ride, they forget something and
have to go back and get it. They try this a lot of times, and
Froggy’s dad is beginning to wonder if they are ever going to go on
their bike ride. Does Froggy finally remember everything or do
they have to give up on their bike ride? Let’s read and find out!
Allow each student to read the book to themselves.
4. Now, we are going to try to read this book even better and
faster. We are going to do something called quick reads. We
will read for a minute. After we do that, we will count all of
the words we read in that minute. Then, we will move our monkey
on our chart to that number of words. We are going to try to get
our monkey’s higher every time we read. Model for the children by
setting a timer and reading for a minute. Then, count the words
and move your monkey accordingly.
5. Put the students in pairs and allow them to read while a
partner times for a minute. They will then count the words and
move the monkeys. Each reader will do this 3 times.
6. Assess the students by recording their first reading and
comparing it with their last reading. The students should have
been able to read more words per minute during the last read.
- Faster, Faster, Faster by: Rachael Williams
http://www.auburn.edu/rdggenie/discov/pieplowgf.html - Speedy
Reading by: Jessica Pieplow
Eldredge, J. Lloyd, (1995). Teaching Decoding in Holistic Classrooms.
Prentice Hall Inc. pg. 8, 19.
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