Zooming Into Reading

Cierra Haslam

Growing Independence and Fluency

Rationale: Students need to learn to read faster, fluently and automatically in order to better comprehend what they are reading.  While first learning how to read, readers must sound out words and read very slowly and almost robotically.  After practice with reading and gaining fluency, readers must learn to read and recognize words automatically and faster to improve their comprehension and make reading enjoyable.  This lesson will help students learn to read with speed and fluency.  It will do this by having a partner time their reads and critique their fluency in a friendly manner.


Materials: Set of the decodable text Doc in the Fog for each pair of students, a stopwatch for every pair of students, pencils, one minute read charts for each student with name, date, first second and third read columns on it, fluency checklist for each student that says I noticed that my partner after 2nd and after 3rd reading columns with checkboxes next to pictures of an elephant for remembered more words, a cheetah for read faster, a swan for read smoother and a monkey for read with expression.


Procedures: 1. Explain to the students why they need to read fast and fluently and how.  "Reading fast and automatically will help you to better understand what you read.  Today we will work on repeated reading with a partner in order to help us read faster and with fluency."  2. I will then remind the students how to use cover-ups if they come to a word they do not recognize.  "Do you remember how to use cover-ups?  If you come to a word you do not know, cover up everything except the vowel because you know what sound the vowel makes.  Then look at the letter before the vowel and blend them together.  Next look at the letters after the vowel and blend them all together."  3. Pair up the students and have them practice repeated reading with their partner.  "I'm going to write a sentence on the board and I want you to read the sentence to your partner and then have your partner read it to you.  Next I want you both to read the sentence to yourself 3 times and then read it aloud again to your partner."  Write the sentence The ship set sail on the board.  After they have finished ask them which time they read the sentence faster.  4. Model how to read fluently and fast by reading Doc in the Fog aloud to the class.  Give a book talk first in order to spark student interest.  After reading ask the class, "Did you notice how smooth it sounded when I read that book and how I changed my voice at different times?  That is called reading with expression.  Let's all practice it together." 

5.  Write on the board I really like to sail my ship! Read the sentence together as a class making sure to use expression in the appropriate places.  6.  "Now we are going to read with our partners again but this time I want you to fill out the fluency checklist I gave you about your partner as they read.  You are not allowed to make fun of your partner in any way.  You can only say nice things about your partners reading.  Take turns being the reader and the listener and read Doc in the Fog with your partner."  Explain to the students that they will read as much as they can in one minute and then the stopwatch will go off.  Have the students read the book 3 times each and fill out the checklist for each read.  "Remember to use cover-ups if you come to a word you don't know."  7. I will assess the students by monitoring their progress and checking the fluency charts.  After everyone is finished we will discuss the book to check for comprehension. 





Bauer, Tammy.  Go Readers Go! http://www.auburn.edu/academic/education/reading_genie/voyages/bauergf.html



Lydon, Lili.  Lets Rock and Read! http://www.auburn.edu/academic/education/reading_genie/voyages/lydongf.html


Phonics Reader Short Vowel, Doc in the Fog. Carson, CA: Educational Insights c. 1990.


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