Time’s the Charm
Reading for Fluency
fluently, a student must read quickly, smoothly, and expressively. Word
Recognition needs to be automatic during reading. If word recognition
automatic, reading is more enjoyable and comprehension is being focused
In order to become automatic in word recognition, students should read
re-read connected decodable texts. The more a student reads a specific
the more fluent they become. In this lesson, students will learn how to
quickly, smoothly, and expressively in order to gain fluency.
will do this through repeated and timed readings.
- Pencils for each student
- Time chart for each
- 1 book per 2 students
- 1 timer per 2 students
- Chart with written
student used for modeling
- “Today class, we are going to learn
how to become more fluent readers. Fluent means faster. When we learn
to read faster, we are able to enjoy reading more as well as focus on
what the words are actually telling us.”
- Hold up a board with a sentence
saying, My dog likes to dig in the grass. “I’m going to read this
sentence twice. At the end, I would like someone to raise their hand
and tell me what is different. M-y dog l-i-k-es to dig in the g-r-a-ss.
Okay, now I’m going to read it faster. My dog likes to dig in the
grass. Who can tell me what was different about the two times?” Call on
a student. “Thanks right. And the second time was easier to understand.”
- Split the class into groups of 2. Each
student will have a fluency chart and pencil. Each group will have a
book. “In your groups you are going to read to each other. Choose
someone to read first. The first person will read the book aloud to
their partner. The other partner will be the time keeper. After reading
aloud once, you need to read it silently 2 times. After reading
silently, read aloud again and have your partner time again. Record
each of your times on the sheet. See how much faster you were able to
- Once the first reader is done, change
jobs and repeat the process.
- Have students come back together as a
group and discuss some of the outcomes of the reading and re-reading.
and look at improvements of the timed readings. If no improvement, have
students read aloud to me to see what they are struggling with.
and the Buzz.
Phonics Readers Short Vowels. Educational
Ellen. 1, 2, 3, Blast Off. (2007) http://www.auburn.edu/academic/education/reading_genie/encounters/battlesgf.html