Ready and Action! Reading Time!

Growing Independence and Fluency

Allison Nall



Rationale: Good readers are readers who can read fluently and smoothly with expression. In order to be fluent readers, it’s very important for children to be able to decode words. This lesson allows children to practice their reading faster and more smoothly.




Procedures: 1. Tell me if how you think good readers, read? (Listen to answers) If you think that good readers read very smoothly and quickly, you are right! Good readers know how to recognize words and this helps them read faster.


2. Today we are going to practice reading, and see if each of us can read quickly and smoothly. Let’s look at this sentence written on the board. (“The dog chased the cat up a tree.” Read sentence very slowly). When I first read it, I have to read it very slowly to make sure that I can get all of the important sounds in each of the words. With practice, I’ll be able to read this sentence very smoothly and quickly like this “The dog chased the cat up a tree.”


3. Divide the class up into two groups of two, and pass out the strips of paper to each of the students. Let the students read over their strips. The students should then begin to practice reading with their “partner”, in order to make their sentence sound nice and smooth.


4. Once the children have had ample time to practice their sentences, tell them it is time for a skit. Instruct each group to come up (the strips of paper have numbers on the back) and they will read their sentence in front of the class. Each student will have a turn to read what they have “mastered”, and at the same time they will present the book Don’t Let the Pigeon Drive the Bus! to the class.


5. After the children have completed their skit activity, give them copies of the book Don’t Let the Pigeon Drive the Bus! to practice their fluency. Now that all of you are a little familiar with this new book, I want each of you to practice reading over and over, so that you will become a better reader! I want you to work with a partner, and you need to help each other by marking which words your friends miss. By working together, we will all become masters of this book.


Assessment: As each group is presenting, assess individual students inconspicuously as to not distract the “performers”. After each group is through performing, call up the students one at a time to give them a random sentence or paragraph from the book such as “I thought he’d never leave”, and assess them on they read it. They should be able to read it with a bit of fluency because they’ve had time to practice the whole book.


Reference:  (Discoveries; On Your Mark,

      Get Set, Read!: by Jordan Orso).

Willems, Mo. Don’t Let the Pigeon Drive the Bus!. Scholastic Books, 2003.