Speedy Reading!
Growing Independence and Fluency
l Noto


Rationale: To be able to read fluently means that a student has the ability to read at a fast, even pace and with expression. For children to become fluent readers, they must first be able to decode words in the text they’re reading. These decodable books must be read over and over again to gain fluency. This lesson encourages students to practice reading decodable books fast and smooth. Student’s will build fluency by reading these decodable texts independently and then timed by a partner for 1 minute.

-Dry-erase markers
-White board
-Decodable book: Bob is Lost by Amanda Cummings(Reading Genie) 1 copy/student
-Classroom clock for one minute timer
-Paper for student to record partner’s reading time
-Clipboards for students to write on
-Pencils for student to record partner’s reading time
-Large piece of chart paper to record times
-Tacks to hang chart on whiteboard to be easily seen by students
-Black sharpie maker to record reading times on the chart. Chart should have two columns: one column titled "Number of Words Read" should list vertically numbers 5,10,15,20,25,30,35,40,45,50,55,60,65,70,75,80,85,90,95,100; second column titled "Name of Student" to record underneath who read each number of words in 1 minute.

 Procedure: 1. "Hello boys and girls! Today we are going to practice being SPEEDY READERS! This means that we are going to practice how to read fast and smoothly through a sentence or a book. Can anyone tell me why it is important for us to read fast?  We want to read fast and smoothly because it helps us understand what we are reading. If we read slowly, sometimes we forget what we already read and we can get confused about what is going on. Reading is more enjoyable when it’s done fast!"

2. "We are going to start of by practicing reading a sentence I have written on the board." The sentence "The dog ran to the black ball." will be already be written on the board. "I’m going to start of reading this sentence slowly and then I will read it again faster then faster. When I speed up each time, listen how the sentence becomes easier to understand.  Also, by practicing reading this sentence over and over again, I can begin to read it smoothly and faster.  Listen to me: "Thhheee ddooogggg rraaannn ttooo tthhhhee bbblllaacck bbbaaall." "Do we all hear how the sentence is better when we read it faster?"

 3.  "Boys and girls, now it’s your turn to try.  Each of you are going to get a book that I want each of you to become fluent readers with. So this means that we are going to use these books to practicing reading fast and smooth. Once I have given you a book, I want you to spread out and find your own place to sit and read. I want you to read the book smoothly and fast, like I practiced on the board.

4.  "The book that I am passing out for you to read is called Bob is Lost.  Bob is a puppy dog who belongs to Ned. Bob runs away and gets lost. Ned decided he has to hunt for Bob. Ned looked high and low for Bob. To find out if Ned ever gets Bob back, you are going to have to read this book."

5.  "Now that we all have a book and we are excited to read it, I want all of you to go and find your quiet place in the room by yourself. Read the book to yourself until you have become fluent reading it. When you think you are finished becoming fluent with your book, come back to circle and sit quietly."

6.  "Now that everyone is back sitting down in the circle, I am going to give each of you a partner. I will give each pair a piece of paper on a clipboard and a pencil. The pair will, again, pick a place to sit in the room away from other pairs. One partner will be the recorder and one partner will be the reader. When I say Go, the reader will begin reading the book again for one minute. At one minute I will say stop. When I say stop, count up all the words you have read and tell them to you partner who will write the number down on the paper. Then you will switch and the other person will read. Any questions?"

7.  "Now that both of you in each group has read for a minute, everyone needs to come up to the circle again because we are going to record our times on this big chart. Each of you will write your name beside the number of words you read."

8. "Look at what good and fast readers you all are! After more practice, you can become even more fluent readers!"

 Assessment: Individually, teacher can look at the chart used during the lesson to see their student’s fluency. She can look at how many words each student read in one minute. Also, teacher can have children do this lesson over with another book, maybe a more challenging decodable text, to see where their level of fluency is.

Bob is Lost by Amanda Cummings http://www.auburn.edu/academic/education/reading_genie/teacherbooks.html
Wiggins, Jessie. Ready? Read! http://www.auburn.edu/academic/education/reading_genie/odysseys/wigginsgf.html

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