"Review with the students using their cover-up buddies. "Sometimes when we are reading we come across words that we have trouble reading, a way to figure out that word is to use our cover-up buddy." Write the word block on the board. Model to the children how to use their cover-up buddies. "When we come across a hard word we can use our cover-up buddies so we can sound it out. I am going to look at the vowel first. I know that short o says /o/. Now I am going to look at the letters before the o, I see /b/ and /l/. So I have /b//l//o/. Next I am going to look at the letters after the /o/ I have a ck which says /k/ so I have /b//l//o//k/. Oh block. So everyone remember the next time you have some trouble with a word, just pull out your cover-up buddy and let him help you solve that tricky word."Review with the children about how to crosscheck. "To understand what we have read, we cannot just concentrate on reading fast. We can crosscheck what we read to make sure our sentence makes sense." Write the sentence on the board, The cast ran after the dog. "The cast ran after the dog, I can use my crosschecking abilities to decide that a cast cannot run after a dog. So I would reread my sentence correctly as "The cat ran after the dog.

"Next demonstrate to the students the difference between reading with and without fluency. "I am going to show you how important fluency is and how much it might help us in reading, by reading this sentence with and without fluency." Write the following sentence on the board: That ladybug is flying very fast. "First I will read the sentence as a non-fluent reader would read it: That---ladybug---is---flying---very---fast. Did you notice how I read the sentence very slowly? Now I am going to read this same sentence again, but this time I will read it more fluently. That ladybug is flying very fast. Did you hear how my words were closer together and how smooth they were? Which time was easier for you to understand? Good job, it is easier to understand books and text when you read it with fluency.

"Give the children copies of the book, Doc in the Fog. Let the children read it first before having them partner up. "This is a story about a wizard named Doc. Doc can do magical things. Doc has a mop and he is going to turn it into something…what do you think it is? We will have to read to find out." After the students finish reading, discuss the story as a class and ask questions to see their comprehension and understanding of the text.  

Next, I will split the students up into groups of two. I will explain to the students about the one minute read chart and the fluency literacy rubric. "When you break into pairs, one of you will be the reader and the other will be the recorder. The reader will read the book for one minute three different times. The recorder will start and stop a stop watch, and will announce when it is the time to begin and end after the end of one minute. The recorder will also write down the number of words read in one minute on the record sheet. After the reader has read three times, you will swap jobs and do the same thing again.

"When the students have finished recording the one minute reads, I will then have them fill out a fluency literacy rubric about their partner. They will check the boxes on how the student performed on the 2^nd and 3^rd times reading the book for one minute. I will explain to the students that this is an important job, and they should not make fun of their friends.

Assessment:

For an assessment they will bring me the one minute read chart and the fluency literacy rubric. I will then have the children do one minute reads with me to check their fluency and accuracy.