Fast Fluent Readers

Growing Independence and Fluency

Ashley Boulware


In order for children to become expert readers and to enjoy reading, they must become fluent readers. To be fluent children must learn to read faster, smoother, and with more expression. Children should learn to recognize words effortlessly and also be able to decode instantly. This allows children to comprehend easier and enjoy their reading. This lesson will help students develop reading fluency through reading and rereading as well as timed readings.


Poems: "The Star" by Jane Taylor, Bed in Summer by Robert Louis Stevenson

2 Sentence Strips per group: The red apple was round and juicy.   The three mice fell in a hole.

Stopwatch for every group

Pencils to mark errors

Practice books of a variety of reading levels


  1. 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.
  2. 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 need it.   
  3. "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!"
  4. . "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."
  5. "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!"
  6. "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 may begin."
  7. 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."





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