Let's Go, Reading!


Tabetha Rape

Growing Independence and Fluency


The process of reading involves two separate but highly related areas, which are comprehension and word identification. If a child is having difficulty in automatic word recognition then it significantly affects a reader's ability to comprehend what they are reading.  When students are provided with phonics instruction children learn to recognize words automatically and more rapidly. Children are able to gain fluency by reading and rereading texts, one minute reads, and timed reading.  Once children become fluent in their reading, they will be able to read more smoothly without having to stop and sound out a lot of words. This lesson includes repeated reading as well as times reading to help children in becoming more fluent readers.



- A cut out of a race car (One per student- Find or draw racecar  and cut out. Write the student's name on the car.)

-Stop watches (One for every pair of students)

-Classroom set of decodable books

-A track made out for students to see their progress (Draw or trace a racetrack on posterboard and cut out. Have a start and finish line. The track should contain numbers such as 0-10, 10-20, etc., in which the students will place their car on the track according to how many words they read. Place sticky tack on the back of the cut out race cars with student's name and have students place on the track after reading to show the number of words read and their progression.)

-Fluency time sheets for students to use in marking their scores (The fluency sheet will contain the student's name who is reading and the student's name who is partnered with them to time their reading. The should is for  a one minute read, be sure to put one minute as the time on the sheet. There should be a place for the student  to  write the  number of words read  in one minute. There should also be a place on the sheet for the student to write the name of their book and the date as well.)


-Stickers (For students to mark where they stopped reading)

-Decodable Text, Kite Day at Pine Lake (Enough for each student)



1.  At the beginning of the lesson, I will explain to the students why it is important for them to be fluent readers.  "Today, we are going to work on being fluent readers. Being a fluent reader means you will be able to read really smoothly without having to stop and sound out certain words. When we are fluent readers we will be able to better understand what we are reading."

2. I will explain to the students that they are going to be doing repeated readings in order to become fluent readers.  I will explain to them that when we do our repeated readings will be reading for one minute. I will tell them that when the minute is over they will count the number of words that they read in the one minute time frame. I will also tell the students that they should be sure to read smoothly and not get too far ahead by reading too quickly to where they misunderstand what they have read.

3. I will present the book to the students by giving a book talk about the book.  The text we will be reading is called Kite Day at Pine Lake. During the book talk I will say to the children, "This book is about a group of children, just like you guys, that love flying kites at the lake. A boy named Bob, doesn't have his own kite and he is sad because he wants to fly one too. The kites in the book are so fun, they come in all shapes, sizes, and colors. I want you to read to find out if Bob ever gets his own fun kite."

4. I will model for the students how to reread a part of the message from the book by telling them to listen carefully as I read to them in a few different ways. I will explain to the students that I want them to listen to me while I reread a portion from the text each and tell me which reread sounds the best. The first time, I will read slowly without using fluency, "The---children---love---flying---kites." Next, I will read it more quickly and use fluency, "The children love flying kites." I will ask the students which one sounded better and which one was easiest to understand. I will explain to the students that it is much easier to understand what is being read when we use fluency and read more quickly.

5. I will provide each pair of students with a copy of the decodable text, Kite Day at Pine Lake, a timer, and a sheet for fluency. I will explain to the students that will are to read their book and remind them that will be reading for one minute timed. I will tell the students that they must try to read as many words as they can in that one minute. I will remind the students to write down how many words they read during the one minute after they finish. I will also explain to the students that when they finish reading their as much as they can in the one minute that they will move their race car on the race car track. The students will be moving their racecar as far as how many words they were able to read in the one minute on the track. I will explain to the students that their goal is to get all the way around the racetrack.

6. After the students have completed one timed reading they will complete another one using the same steps as before. I will remind them to record the number of words they read each time and to move their cars once more.

7.  Each student will complete a timed reading three times counting the number of words they were able to read each time. After each student has filled up their chart they will check the track to see how far they made it.



In order to evaluate the students I will have each student to read aloud to me. The students will read for one minute while I individually assess their fluency. I will be looking at the number of words they were able to read in one minute. I will be collecting each student's fluency chart that they used while working with a partner in their one minute reads and assessing them as well.



Murray, Bruce.  Developing Reading Fluency. http://www.auburn.edu/academic/education/reading_genie/fluency.html

 Whitman, Kristan. Growing Independence and Fluency. "Quick, Let's Read Fast". <http://www.auburn.edu/academic/education/reading_genie/encounters/whitmangf.html>.

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