By: Hannah Tucker
One of the most important ways to become a fluent reader is to be able to read faster.
Speed Record Sheet
Fluency Literacy Rubric
Name:____________ Evaluator:____________ Date:___________
I noticed that my partner… (color in the circle)
After 2nd After 3rd
O O Remembered more words
O O Read faster
O O Read smoother
O O Read with expression
Introduce the lesson by explaining the importance of fluency. When we reread a text, it will help you comprehend it better. Today, we are going to learn how to read smoother and faster. When reader’s read with expression, smoothly, or faster, they are fluent. (Model how each of these terms would apply to their reading). We are going to read the same text three times so that we can learn how to be fluent readers on our own. Remind them that sometimes they will no know every word they come across. Tell them that when this happens, they need to either read the rest of the sentence, or use the “cover up” method to figure out the word as they sound it out. Model this if needed.
Model how to reread a passage from the text. I am know going to read a sentence to you in different ways. After I am finished, I want you to tell me which way sounded the best to you. Bud the sub is not big. During the first reading, read the sentence like a beginning reader, choppy and slow emphasizing each phoneme. Then read the sentence with expression and smoother. Okay which sentence sounded better to you? Me too, I think the second way was the best! Could you tell how my reading improved the second time I read the passage? Then the children will practice becoming more fluent readers.
Split the students up into groups of two. (If there is an uneven number, I will be a child’s partner). Pass the books out to each child with Give each child a Speed Record Sheet and a Fluency Literary Rubric.
Each student is going to read to their partner. One is going to be the “reader” and the other will be the “recorders.” Explain after one person reads, they will switch jobs. They will start at the beginning of the book and read for one minute. I will be in charge of stating the stopwatch and telling the “reader” when to stop. When I tell them to stop, the reader will put a post-it-note on the word they were on. The “recorder” will then count the words that they “reader” read and then record them on the speed record sheet. The “reader” will move their race car up to the number on the track that they read. The “recorder” will also fill in the Fluency Literary Rubric by coloring in the circles that describe how the “reader” did. They will then switch turns and the “reader” becomes the “recorder.” They will then follow the same steps in their new jobs.
After the first round, have the students reread for one minute starting at the beginning and using the same steps as they did before. Don’t let them forget to record the number of words they read each time and move their race cars. Remind the “recorder” to be filling in the fluency literary rubric after the second reading.
Allow the student to repeat these steps three times. We will stop when they filled in all of the charts. When they are all finished, each student will talk to their partner to see how they did.
I will take up the Speed Record Sheet and the Fluency Literary Rubric. Compare the first and last readings. All of the students should have increased each time. The class will also have a discussion about Bud the Sub to make sure they comprehend the text. As a teat, read the rest of the book to the class since they more than likely didn’t get to finish it during their minute reads.
Bud the Sub. Educational Insights. 1990.
Ready to Race.
Tippett, Dorsey. Race to the
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