Growing Independence and Fluency Lesson Design

Brooke Evans

Rationale: When students are able to read fluently, they are able to recognize words automatically. This helps students read faster, smoothly, and with expression. When reading becomes fluent, students are able to read silently, which is approximately twice as fast as reading aloud. This lesson will teach students to read faster, smoother, and more expressively through repeated readings, timed readings, and one-minute reads.


White board

Dry Erase Markers

Decodable book: Bob is Lost from reading genie website. (1 copy per student)

Timer/Clock for each student

Pencils for each student to record reading times

Paper for the recording of the time reading

Chart paper to record times for each student (should contain 2 columns labeled "Number of Words Read" and ""Name of student"

Sharpie to fill in the class chart so the children will be able to visibly see the markings and times.


1 "Hello boys and girls! Today we are going to practice how to be speedy readers! This means that we are going to practice how to read fast and smoothly through a sentence or a book. We want to be fast readers because it helps us understand what we are reading. If we read slowly it sometimes cause us to forget what we had just read and we can get confused. Reading is more enjoyable when it's done fast!"


2 "We are going to start off by practicing reading a sentence I have written on the board. This sentence says "Bob ran to get the black ball." I am going to model to you how to read this sentence slowly and then progress into reading the sentence faster and faster. When I speed up each time, listen carefully to how the sentence becomes easier to understand. By modeling this to you I am showing you how reading a sentence repeatedly will help you read faster and smoother.  Listen:

"Boooobbbbb rrraaaaannn toooo geeeett thheee blllacccckkk bbbaaalllll"

(I'll read this several times to model how repeated readings help build fluency)

3 "Now it's your turn to try! I am going to pass out a book that I want everyone to become fluent readers with. This means that we are going to use this book to practice reading fast and smooth! Once I pass out the books I would like for you to sit and read this book smoothly and fast like how I showed you with the sentence on the board. "


4 The name of the book we will be reading is called Bob is Lost. This book is about a dog named Bob who belongs to a little bot named Ned. One day Bob runs away and gets lost. Ned looks for Bob everywhere around his town! You will have to read anf find out if Ned ever finds Bob! When you finish reading the story several times and feel like you can read it fluently, I want you to come back and sit quietly at your seats."


5 "Now that everyone is back at their seats, I am going to assign everyone a reading partner! I am going to give each group a piece of paper to record your partners reading. One partner will read while the other person will record the number of words your partner has read in one minute! After I say "STOP" this means that it has been one minute and you need to count the number of words and switch jobs with your partner." 


6 "Now that both partners have read and recorded the number of words, I am going to call up each reading group and I want you and your partner to come and write the number of words you read beside your name."


7 "You guys are sailing towards becoming fluent readers!!"


The teacher can have an informal assessment with this lesson and review the big class chart and see how many words each child read in one minute.



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