By: Kari Cleveland
Growing Independence and Fluency Reading


Rationale: Full alphabetic readers are ready to move to the next step. They are ready to become fluent readers. Students need practice re-reading, reading for speed, and reading with expression all while reading and comprehending.

1. Students will begin by learning how to be a fluent reader. "Today, we are going to learn a very important skill that is needed to be a good reader. We are going to learn how to be fluent readers. Being a fluent reader means reading easily and at a good speed." Let students know that being a fluent reader also means reading with expression, which means reading with enthusiasm in your voice.  Also, let students know that being a fluent reader makes reading more fun and will help them understand what they are reading better.

2. "To become fluent readers, we are going to do repeated reading. Who can tell me what they think I mean by that? We are going to start by reading this sentence a few times. Each time, I want us to get a little faster and read with more excitement in our voices. I will read an example first.  D-a-n s-a-t a-n-d h-i-t th-e p-o-t w-i-th a b-a-t. Did everyone hear how slowly I read? It is hard to read with excitement and understand what you are reading when having to read that slow.  Now I am going to try it again.  Dan sat and hit the pot with a bat.  Did that sound better? The first time my words were choppy and spread out. You couldn't pay attention to what I was doing because of how I was reading. The second time, I read smoothly and with enthusiasm. Now we are going to try some sentences together. We are going to work on the speed of our reading and the excitement in our voices, but remember that understanding what you're reading is the most important."

3. Give a book talk about Doc in the Fog: "Does anyone know what a wizard is?  That's right--a wizard is a person who can use magic and do all kinds of tricks.  Has anyone ever been to a magic show before?  Well, today we are going to read a book called Doc in the Fog! Doc is a wiz, or wizard, who can use magic to turn objects into different things. Will his magic ever turn him into something?  Let's read the book and see what happens to Doc!"

4. Students will be provided a decodable book, Doc in the Fog, to practice reading. Students will read the book to themselves to get comfortable with the book first.  The students will then read with a partner to practice becoming fluent readers.  The goal is for them to read faster and read with enthusiasm.  After each group has read the book a few times through with their partner, we will discuss it as a class.  I will ask the students comprehension questions to check for understanding.  The students shouldn't be just focusing on speed reading, but reading and understanding.

5.  After the first round, have the students reread for one minute starting at the beginning and using the same steps as they did before.  Do not let them forget to record the number of words they read each time and move their race cars.

6. Assessment: I will call the students up one at a time to read at least a portion of the book to me using the skills they have practiced. While assessing the students, the other will be reading to themselves a book of their choice. I will encourage them to practice reading faster and with expression.  I will tell the students that they can even use rereading as we did earlier as a way to practice reading better.


  1. Ready...Set...Go! By Caitlin Clabby

2. We Need Speed!! By Katie Anderson

3. (1990). Phonics Reader Short Vowel, Doc in the Fog.  Carson, CA (USA): Educational Insights.

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