Hop into Speedy Reading!
Independence and Fluency Design

Valerie Lunceford 

Rationale:  Repeated readings, strengthen, through repetition, the links between letters in the orthographic processor” (Adams, 93).  The use of repeated readings of sentences and texts have produced vast accomplishments in children’s fluency, comprehension, and word recognition.  In order for students to gain fluency children need to practice fast, smooth repeated readings of texts.  Reading will take on a new enjoyable meaning when they are able to gain fluency.  This lesson strives to engage children in repeated readings of passages to help them become fluent readers.

Materials:  Class set of a decodable text, Doc in the Fog, Phonics Readers, Short Vowels, stopwatch for every two children, 3 speedy rabbit cut-outs (numbered 1, 2, and 3) for each child’s progress chart with numbers 10 through 91, ascending on the right side of the race path (see attached), Velcro on the chart and cut-outs (to hold the rabbit on the race path), one sticky notes, 3 per child, partner reading checklist, and pencils. 


1.      Begin the lesson by discussing the importance of fluency and rereading passages.  Also discuss how fluency and rereading help with comprehension of texts.  “Today we are going to learn a new skill to help us become more expressive and faster readers!  This skill is called rereading.  Can anyone tell me  what I mean by rereading?  Yes!  Reading something again!  Very good!  We are going to practice this together today.

Model how to reread a passage from a text.  “I am going to read a sentence to you in two ways.  When I am finished I want you to tell me which way you liked the best or which sounded the best to you.”  Lizzy the lion went to the zoo to eat lunch with his friends.  First read the sentence like a beginning reader – slowly noting each phoneme.  Then read it a second time smoothly with expression.  “Which way did you like the best?  The second way?  Great!  The first way was harder to understand and remember the words.  The second way was smooth and easy to understand!  Did you notice how my reading improved the second time through the sentence?”  Now we are going to practice becoming better readers so we can remember more of what we read!

3.      “Now it is your turn to practice the skill of rereading.”  Pass out decodable texts to each student.  “I want you to read the story to yourself quietly.  If you come to more than one word, on one page, that you cannot read you may want to choose a new book to read.”

4.      Introduce the fluency checklist to the students.  “You will listen to your partner read the story one time through.  On the second reading of the text you will check the boxes that apply to how they read.  For example, if your partner remembered more words the second time through check that box, if they read faster check that box, if they read smoother check that box, and if they read with expression check that box.  Repeat this for the third reading too.  Then you will switch places with your partner.

      5.      Place children into groups of two.  Pass out stopwatches, progress charts with speedy rabbits, repeated reading checklist, and sticky notes numbered 1, 2, and 3 to designate the 1st, 2nd, and 3rd reading of the text.  “Along with your partner you are going to read for one minute.  Each partner will take turns using the stopwatch to time the other partner for one minute.  Once your partner says to stop you will place the post-it note where you stopped in the book.  This is when you will count the number of words you have read and place your speedy rabbit on the race path by the correct number.  Then you will reread the book a second and a third time.  This you’re your partner will fill in the checklist for you.  You will place the 2nd sticky note on the page where you stopped and move the rabbit according to the number of pages you read.  You will do this once more for your third reading.  Once you have finished your three readings you and your partner will switch places.  If you have a hard time reading some of the words you can use the cover-up strategy that we have already learned.  Remember, if you come to the word trust cover up the /tr/ and pull down the /u/ then add the /st/.  Now you have /ust/ so just add the /tr/ and now you have /trust/.  Get ready to be speedy readers!  I will be walking around to help you as you read.” 

6.      “When you have finished reading the story three times raise your hand and I will bring a rabbit cut-out to you.  Here you will write your name and record the largest number of words that you read through the three readings.  We will post these around the room to show off our new speedy rabbit readers!”

7.      Assessment:  I will assess the students by reviewing his or her progress chart to see if they made any improvements after the three repeated readings.  I will check each rabbit marker on the progress chart to see how many words they gained after each reading.  I will also assess the students by having them come read to me for a one-minute read.  I will record the students’ progress on my class chart.  While the other children are waiting I will have them read a book of their choice quietly.  I will encourage them to practice the rereading strategy we used in our lesson.


Adams, M.J. Beginning to Read:  Thinking and Learning about Print.  Department of

Education, University of Illinois:  1990.

            Asbury, Sarah. Let’s Leap Into Great Reading.


            Doc in the Fog. Educational Insights, 1990.      

Long, Angela Carroll. Running Towards Fluency.


Ludlum, Anna. Ready Set Read!


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