The Buzz about Reading

Lauren Davidson

Fluency Lesson Plan

dancing bee


Rationale:  To become good readers students must learn to read fluently.  This lesson will provide students with techniques for reading with expression to become more fluent readers as well as provide them with repeated reading practice and partner feedback to help them increase their fluency level.


Chart paper


Partner assessment sheet for each student:

Copy of Fuzz and the Buzzby Sheila Cushman and published by Educational Insights in 1990 for each student

Pencil for each student

Teacher assessment page: 

Fluency ratings: read smoothly, quickly, stopped rarely, or less smooth, less quick, or stopped frequently and miscue notes.  Comprehension questions: How does Fuzz get away from the bugs?  What would you do if you were Fuzz being chased by a bee?


1.  Explain to the students what it is to be a fluent reader and why it is important.  "A fluent reader is someone who can read a story and recognize most of the words as they read.  Think about when your parents read to you or when I read to you.  People like this easily and quickly recognize words as they read them.  They also can read fast.  They read with expression, and don’t sound like a robot.  Most importantly, they understand and remember everything they read.  As you become a more fluent reader you will be able to do this too!"

2.  Modeling fluent reading:

On chart paper write the sentence: She ate a turkey sandwich.  Begin by reading the sentence as a beginning reader.  "Remember to start with the vowel when you are decoding then add the front and the back of the word.  She ate a tur-k-ey…turk-ee…turkey s-and-wich…sanwich."  "Because I had not seen some of the words before I had to decode them as I read.  Now that I have read the words and figured out the ones I did not know I am going to reread the sentence."  Now reread the sentence smoothly as a fluent reader "She ate a turkey sandwich!"  "Since I have seen the words before and I have decoded them I am able to read the words in the sentence with less difficulty.  This is why we read books over and over in our class.  The more times you read it, the better and faster you read it.  When someone is making a speech in front of the whole school, they read their speech over and over. They have to practice a lot in order to be good at it. This is just like what we have to do to learn how to be good readers."

3.  "Today we are going to read in partners.  Remember to use your word worm to help you decode any words you may not recognize."

4.  Divide the students into groups of two and give each student copy of the partner assessment sheet listed in the materials section to record reading progress.  Give each group a copy of Fuzz and the Buzz.   Model how to use the assessment sheet by reading the book three times. The first time read slowly stumbling over several words and having to decode them completely.   The second time read less slowly and decode only a few words.  The last time read quickly and only decode some words.  Then pretend like you are the partner and check off the "my partner read faster" box. Explain what the other options to check are briefly modeling/giving example of each.

5.  Book talk:

One day Fuzz goes for a walk.  Along the way he finds some nuts and tugs on them.  The nuts fall and hit Fuzz on the head and he is mad!  Then bees start to buzz around Fuzz and chase him.  Let's read the story to see how Fuzz escapes the angry bees!

6.  Have the student first read Fuzz and the Buzz out-loud together using chorus reading to become familiar with the book.  Then have them read two more times to their partner. Each time they read have them put a check mark on their assessment page to remember how many times they have read the story.  Each partner will evaluate the other based on the assessment sheet given to them.

7.  Walk around the room to help and monitor as the read to their partner.

Assessment:  To assess I will review the student's progress chart that they filled out with their partner.  I will then pull aside the students having trouble reading Fuzz and the Buzz to have them read to me.  I will note their fluency by making notes about whether they read smoothly, stopped rarely, and read with expression.  For individual assessment, I will also ask the children questions to test their comprehension of the story.  Questions: What kind of animal was Fuzz? How does Fuzz get away from the bugs?  Then I will make a check list of fluency understanding. + is understands and – is doesn’t understand.


Cushman, S (1990).  Fuzz and the BuzzCarson, CA:  Educational Insights.

Ashley Keel- Read, Read, Red Dog!

Duncan, Megan.


Lipham, Hayley.