It’s Fun to be Fluent!!!!


Growing Independence

And Fluency Lesson

Lara Wiggins


Rationale: In order for children to read effectively, reading comprehension must be developed. In order for children to be able to read a sufficient amount of material in a certain amount of time they need to be able to read fluently and skillfully. If a child is to become a fluent reader, he or she must learn to read faster and more smoothly. Children will find how much more enjoyable and fun reading is when done fluently.


Materials: Stopwatch, monkey and banana tree, so the students can move the monkey on the Velcro up the tree for fluency improvement. Pseudoword flashcards: bain, sloor, yat, tade, blub, gad, bap, kelpt…..  and Pat’s Jam.


1). I will begin the lesson by introducing fluency to the students. I will explain to the students that reading with speed, ease, and skill make it easier for the text to be comprehended.


2). Then, we will do an activity with pseudoword cards. I will hold up a card with a pseudo word on it and ask the students to read the word. I will then tell the students, “okay guys, sometimes in order to decode a word you are not familiar with and don’t know how to pronounce, you must chunk the word. For example, “ here is a word, “baseball” that can easily be chunked.” “I would identify “base” and then “ball.”


3). Next, I would continue to review the pseudoword cards with the students. “Now I am going to see if you guys can try and chunk some “fake” words.” Continue to review the words until all the students catch on to the concept.


4). Then, I will write a sentence on the blackboard. I will write, “I am going to the ice cream parlor after school.” I will read the sentence aloud to the group real choppy and slow. “Notice how I had to concentrate on each individual word and could not even focus my attention on the meaning of the text.” “Now, I am going to practice repeating this sentence over and over again.” As I repeat the sentence I will be able to say it faster. “Why am I able to read the sentence faster?” Let the students answer, then explain to them that practicing the sentence over and over resulted in my being able to read more smoothly and effortlessly; therefore allowing me to focus more on the meaning of the text.

5). Provide another sample sentence to be sure that the students understand what is going on.  “Which sentence sounds better?  The boy dribbled the basketball fast down the court.”  Read the sentence two times.  Read it choppy the first time and smoothly the next.

6). Hand out the book, Pat’s Jam.  “We are going to practice reading this book until we can read it fluently.  Who can tell me what the word fluently means again?”  Give the students time to raise their hands to answer the question.

7). Give the students time to read the book to themselves a few times.  During this time, walk around the room observing each student and helping those who have any questions. Give each student a monkey and banana fluency chart. Time each student more than once and let them move the monkey up the tree if their reading gets faster!!

9). Assessment: Use the stopwatch to time each student while reading the book.  Record the time on a chart.


Practice Makes Perfect/ Heather Mauldin
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