Ready, Set, Read

Laura Dean

Growing Independence and Fluency

Rationale: For children to be able to read adequately, they need to be able to read fluently and skillfully. A reader that is fluent can recognize words automatically, rapidly and accurately. Not only do fluent readers learn to read quickly and smoothly but also with expression.  The goal of this lesson is to help students develop reading fluency using timed reading.

Materials: stopwatches, reading logs, frog reading sheet with Velcro strips to the frog can hop to lily pad to lily pad, the book If You Give a Mouse a Cookie by Laura Numeroff.


1.  I will introduce what it means to be a fluent reader and how important it is to read with ease. It is very important that you read accurately because fluent readers can better understand the text. We are going to use some procedures that will help you read easier. To help increase your speed and accuracy, we will do quick reads.

2.  I am going to read two sentences. I want you to listen to both of the sentences and hear the differences in them. Read one sentence by sounding out every phoneme and the other one by reading it quickly and smoothly. Ask which one was choppy and which was smooth. Read two more sentences but this time make one dull and monotone and read the other with expression. Ask which one they better understood the text. Explain that by reading with expression and emotion reading can be fun and can be easier to understand.

3.  Our first activity will be to read If You Give a  Mouse a Cookie. We will be practicing increasing your reading speed. We will be reading this book quite a few times to increase your fluency along with reading faster. Book Talk: A little mouse wants a cookie. While eating this cookie he wants a glass of milk. He keeps wanting more and more. Read to find out what all the little mouse gets into!

4.  I will set the timer for one minute to begin the one-minute reading. When I say stop I want you to write down how many pages you read. Do not rush and write down words just to finish. Remember you are reading for accuracy and fluency. Model what a one minute reading looks like. I will read for one minute as quickly as possible reading as many pages as I can. I will set the timer for one minute and I will stop when I hear the timer go off. Then I will record my performance in my reading log (one minute) (six pages). Lastly, I will move my frog on the six page marker.

5.  Pass out a copy of If You Give a Mouse a Cookie to each student. Have the students do a quick read of the book. Have students cross check when rereading the sentence to see if it makes sense. When the buzzer goes off have students record their time and number of pages read.

6.  Next, group the students into pairs and have them do quick read with their partner. Give each pair a stopwatch and have one person be the timer and the other the reader. After a minute of reading switch roles. Remind the students that they are reading for fluency and accuracy.

7.  To assess every student, I would take up their reading logs to see where they are in their speed readings.



    Ready, Set, Read by Beth Tyler

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