Zoom Through Reading!!

Megan Powell


Fluency Lesson


Rational: Fluency is important because students should be able to read with automatic word recognition.  Students should read effortlessly and with expression.  This lesson is designed to help students achieve fluency through repeatedly reading the text. 



-speed reading record sheets (below)

-partner check sheets (below)

-stop watches

-cover up critters for each student (Popsicle sticks with eyes)

- Smartboard/whiteboard


-copies of decodable book: Kite Day at Pine Lake by Sheila Cushman & Rona Kornblum. c1990

Speed Reading Record:

       Name: _________________________            Date: ___________


                        - After 1st read            _______

                        - After 2nd read           _______

                        - After 3rd read            _______

Partner check- sheet:

Name: ________ Partner: ______________ Date: _________

I noticed that my partner... (check the circle)

After 2nd           after 3rd

( )                     ( )                     Remembered more words

( )                     ( )                     Read faster

( )                     ( )                     Read smoother

( )                     ( )                     Read with expression



1. We will talk about the importance of fluency.  "I know everyone has been really working hard on their reading! Well, today we are going to practice something that makes reading even easier, fluency.  Does anyone know what it means to read with fluency? Yes! It means reading words quickly and easily."

2. Then we will talk about a way to decode words that are hard for them to read.  "There may be some words that are a little difficult to read.  Here is a way you can read those words! We are going to use this cover up critter!" I will demonstrate how to use it on the board.  I will write the word "trip" on the board. "Cover up everything but the /i/."   I will sound out the i=/i/ sound.  "Now I will look at the letter before the /i/.  tr=/tr/.  Then I will look at the letter at the end of the word p=/p/ and blend them all together trip.  So when you come up to difficult words use your cover up critter!"

3. Then I will model good fluency and bad fluency.  "You have to practice a lot to become a fluent reader so that is what we are going to do today! Look at this sentence on the board. My cat ran all the way to my neighbor's house.  If I read it like this would I be reading it fluently?  Reading slowly "My cat - ran - all - the - way - to - my - neighbor's house." "Good job no I did not read that with fluency.  This would be reading with fluency."  Reading quickly and with expression, "My cat ran all the way to my neighbor's house! See how it was much easier to understand what I was saying the second time because I was reading it fluently.  To become a fluent reader you must recognize the words you are reading quickly and the best way to do this is to read and reread!"

4. "Now we are going to practice!"  I will put everyone in groups of two and give them the book Kite Day at Pine Lake.  "You are going to read the book Kite Day at Pine Lake.   This book is about some children who really like flying their kites at the lake. A boy named Bob wants to fly kites with the other kids at the lake, but he is sad because he does not have his own kite. Will Bob end up getting a kite of his own?  Let's read the story to find out! Now, with your partner you are going to read the book three times and your partner will fill out these sheets." Then I will explain the sheets.  "The first sheet is the speed reading worksheet.  You will time how long it takes your partner to read the book and record it on this sheet.  Then the next two times they read you will record if they remembered the words, read faster, smoother, and with expression.  After your partner has read three times you will switch and read three times while your partner records your information.  You will use these stop watches to time your partners."




To assess the students I will look at the worksheets that everyone filled out.  I will also wait until center time and have each student come up individually. I will have them read the book to me while I record their time and fluency. 


Reading Genie http://www.auburn.edu/academic/education/reading_genie/

Doc in the Fog Educational Insights, 1990

Alexis Ogubie Ride Your Way to Fluency http://www.auburn.edu/academic/education/reading_genie/encounters/ogubiegf.html Way to Fluency

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