- Chart to record one-minute reads (one for each child)

- Copy of Arthur's Reading Race, by Marc Brown. 

- Classroom set of various decodable text that are color coded to fit childrenâs instructional level

- Fluency checklists (The checklist will include headings such as: read faster, remembered more words, read smoother, and read with expression.)

1. To be a good reader we read fluently which means reading faster, automatically, and effortlessly. Becoming more fluent readers will make reading easier and more fun!  One way to becoming a fluent reader is by rereading the same story and each time getting faster because you are more familiar with the book.  Today we are going to read a book and then reread it to have better fluency. 

2. First letâs review how you can figure out a word on your own that you are stuck on.  (Write the word pan on the board.) First use cover-ups: for example, if you wanted to figure out the word pan, first you would cover up everything but the vowel, a. The a says /a/.  Then uncover the first letter, p.  The p says /p/.  Now say them together.  Next uncover the last letter, n.  The n says /n/.  Pan.  Also remember to crosscheck.  If you get stuck, read the rest of the sentence to see what would make sense.

3. (Give each student a fluency checklist.  Allow them to practice using the fluency checklist while you read Arthurâs Reading Race.) I am going to read Arthurâs Reading Race three times.  In this book Arthur learns to read, he likes it so much he reads in the car, in the bed, to his puppy, and even to his sister D.W. Arthur tells D.W. he will teach her how to read, but she says she already knows how to read. Arthur doesn't believe her and they set out to see if she could actually read. Let's read to find out if D.W. proves Arthur wrong.  (Explain how to use the fluency check list.)  If I read fast check here, remembered more words, check here, read smoother, check here, read with more expression, check here.

4. (Read the book three times.  Model the steps of the rereading process and how it can lead to reading fluency.) 

5. (Give each student a book on their reading level. Pair the students up so they are reading with someone who has a different book than they do.)  Everyone will read the book to their partner three times for one minute.  Your partner will use the fluency checklist to mark how well you did each time.  The first time we read we will read the book all the way through. (Allow time for students to read the book all the way through.)  Okay, read the book two more times to your partner and have them fill out the fluency checklist for you.  Then, switch places and have your partner read to you. 

6. Assess the students by having them individually come to the teacherâs desk and have the students read the book to you as you do a one-minute read.  Record each studentâs time and chart their times on a graph.  Allow students to read another book with their partner or individually while you are assessing.