Fast Fluent Readers
Growing Independence and Fluency
order for children to become expert readers and to enjoy reading, they
become fluent readers. To be fluent children must learn to read
smoother, and with more expression. Children should learn to
words effortlessly and also be able to decode instantly. This allows
to comprehend easier and enjoy their reading. This lesson will help
develop reading fluency through reading and rereading as well as timed
Poems: "The Star"
Jane Taylor, Bed in Summer by Robert Louis Stevenson
Sentence Strips per group: The red apple was round and juicy. The three mice fell in a hole.
for every group
to mark errors
books of a variety of reading levels
- I will first introduce
the lesson by explaining what fluency is. "Fluency is the ability to
read smoother, faster, and with more expression" I will give the
children an example of what it sounds like when someone is not a fluent
reader. I will read the sentence "The red apple was round and juicy." I
will read if very slow and choppy. I will ask the children "Do you
think this was an example of fluent reading?" Great! This is not an
example of fluent reading.
- Now let's practice fluent
reading. "One way to develop fluent reading is to read and reread."
"Everyone get your sentence strips. Let's read over the sentences
together." "Is everyone ready? Let's read them aloud 3 times." "Ok, now
I want you to take turns reading them to your partner. I want you to
read it to them 5 times and then swap. I will walk around if you have
any problems." While walking around I will be observing the children
for reading fluently. I will also be there to assist anyone if they
- "Great! Who can answer
this question for me? If you have trouble with a word, what should you
do? Great use cover ups! Can anyway tell me how to use cover ups?
Wonderful! You first cover everything up but the vowel. Once you know
what sound the vowel makes uncover the beginning of the word. Figure
out that sound and blend it with the vowel. Once you have that blended
together uncover the ending and see if you can blend the whole word
together. You are such great students!"
- . "Great! Now everyone
get the poems. I want one each person to read the poem, "The Star" by Jane Taylor, to their partner.
"When you finish with the poem give it to your partner to read aloud to
you. Practice reading to them aloud several times. I will be coming
around it see how great you all are doing."
- "Now that you have had a
chance to read the poem several times let's check and see how great you
really are doing. Here are some stopwatches. I want you to take turns
reading the poem. While your partner reads you will time them. Here is
how you will do it. As soon as your partner begins to read push the
start button. When you partner reads the last word they will say
finished. When you hear them say finished press the stop button and
write down their time." "Before we begin are there any questions?" "Ok!
Great! You can begin!"
- "Everyone did a great
job! Now let's do the same thing with the next poem, "Bed in Summer" by Robert Louis Stevenson.
Take time to read the poem aloud to your partner a few times like we
did for you last poem. I will give you ten minutes to practice. Make
sure to each read the poem several times. You may begin now!" (Let ten
minutes pass.) "Ok,
now everyone get the stopwatches and get ready. Everyone ready? Ok you
- Assessment: "Great! I am
so proud of you! Now, I will call you up one at a time to read me your
favorite poem. If you are not up here with me you should be practicing
to be a more fluent reader. I have some books over here on the table.
Groups 1-4 may go pick out a book." (allow a few minutes) "Ok, now
groups 4-8." "Everyone continue practicing your fluent reading. You may
work by yourself or with a partner. If it gets too loud I will make you
work alone. You may begin practicing."
Swim Growing Independence Fluency Sara K. Smelley