Batter Up!

Growing Independence and Fluency

Catherine Church

Rationale: Help children learn to read more fluently.  This is important because you can better comprehend material when you read it fluently.  We will be practicing how to read faster.  If you are able to read the material fast and are not spending too much time on decoding you are better able to comprehend what you are reading. This will be done through repeated reading of texts.


Sheet with scoreboard for each student
class set of Lee and the Team (Educational Insights)


1. Introduce the lesson by talking about crosschecking.  Tell the students that you crosscheck so that you can make sure that what you are reading is making sense.  For example if you read the sentence “My favorite gum is baseball” does that make sense?   Do you think I might have read one of the words wrong?  Do you think I might have read “game” as “gum”.  Does game make more sense?  Lets re-read the sentence and see “My favorite game is baseball”.  That makes a lot more sense.

2. Today we are going to try to learn how to read faster.  (Write sentence on board) Sometimes when you first read something you read it really slowly: I hhaaave a ddooogg named Bbaabe. If I read it again it might sound like this: I haave a dog naamedd bbabe.  But if I read it yet again it might sound like this: I have a dog named Babe.  Do you hear a difference in the way I first read it and the last? We are going to practice that today.  We are going to see how fast and smooth we can read something.

3. Write a sentence on the board “my team had a score of five to win the game.”  Put the children in pairs and ask them to read the sentence to each other three times and see how fast and smooth they can read it after the third time.

 4. Give each student a copy of Lee and the Team.  Tell them about the story.  "Lee is on a baseball team. He cannot get his teammates to go run anywhere. They would rather sit in the weeds. How will he get them to the game? Read the story to find out what happens.  Ask each student to read the story once to themselves.

5. Put the children back with their partners. Give each child a copy of a scoreboard.  Have them write the number of words their partner reads in a minute on the board.  When they switch have their partner write the number of words per minute on the other scoreboard.  Show them an example.  Tell them not to just read fast, but smoothly also.

6. Have each student read to their partner twice times and switch.  Get them to turn in their scoreboards at the end so you can assess if their reading improved.  Walk around while they are doing their reads to make sure they are doing it right.

Example of scoreboard:

# of Tries
# of words read per minute




Reference:  Keith, Cassie. Running the Bases for more Fluent Reading.

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