bike 2

Cycling Our Way to Fluency!

Jade Jipson

Growing Fluency design


Rational:  The goal for this lesson is to help student become fluent readers. For students to become fluent readers this means the student should be able to recognize words automatically. With this fluency, students should be able to reads words smoother, faster, and read with more expression. With the mastery of fluency, this allows students to focus more solely on their comprehension skills and abilities.  This lesson uses fluency checking (W x 60 / # of seconds) and repeated reading to help students on their way to becoming fluent readers. In this lesson the student will work on the same text until they read it fluently. They will also partake in partner reading to time each other to work on fluency.

Materials: Nate’s Bike Ride by Geri Murray, Bike rider progress chart for each student, stopwatch for each student, document camera, cover- up critters for each student, and a reading check sheet for each student.


1. Say: Good morning class! Did you know it is very important to become a fluent reader! Do you know what I mean by a fluent reader? Well what I mean is that we as readers should read at a fairly smooth, fast pace with plenty of expression! By becoming fluent readers this allows us to focus on the message of the story.

2. Say: We will be practicing how to become fluent readers today! But first I want to review your great decoding skills. I want everyone to get out their handy dandy cover up critters! Remember we use these special cover up critters to decode unfamiliar words. Using the document camera the teacher will model how to decode a word with the cover up critter. The word the teacher will model will be crab. The teacher will demonstrate by covering up all letter except a. Then the teacher will say: now I know that the letter a say’s /a/, so now I can uncover cr and I have cra. Then I uncover the b and I have crab.  Does everyone understand how I used my cover up critter to decode this word?

3. Say: Remember our goal for today is to become fluent readers and for us to become fluent readers we have to decode words much faster than what we just did with our cover up critters. To start off our journey of being fluent readers, let’s read the following sentence together fluently: Tim went to the park (the teacher will read with the student to show them how it sounds fluently, the teacher will also display sentence on document camera). Now, I am going to show you how we would read this sentence without fluency: Tttt-iii-mmmm www-eeee-nnn-ttt tttt-ooo th-eee ppp-ar-kk. Put thumbs up if you heard the difference between fluent and non-fluent.

4. Say:  Now I will put a couple sentences up on the document camera so we can practice reading these sentences with fluency. The sentences: Mike likes to play ball, Jim ate all of the cookies, Larry likes to swim, Patty went for a run, and Pat likes to play sports.

5. Say: Now that we have practiced becoming fluent readers, we are going to get with our shoulder buddies and practice our fluency skills with them! I will hand each student a fluency check sheet, a copy of Nate’s Bike Ride, a progress chart, and each a stop watch.

6. The teacher will assign each student with the number one and the number two. The teacher will tell the students that whoever is number one that they will be the reader and the number two will be the timer for the first round. The teacher will tell the students that the reader will read until they finish the book while the timer times and records the number of words the reader reads correctly. Then the reader will move the bicycle tire on his or her fluency chart. The teacher will inform her student after the first reader reads and the timer times, they will switch roles. The students will repeat this three times. The teacher is to remind the students that this is part of their journey to become fluent readers and by fluent readers that means to read with expression recognize words automatically, and to read faster and smoother.  The teacher will ask if they understand what they are supposed to do and answer any questions.

7. Say: We are fixing to begin reading Nate’s Bike Ride. This story is about a boy named Nate who has been visiting his friends Tim and Jan, but lately, he is not much fun. Can Nate’s friend’s Tim and Jan come up with a plan to get Nate away from the television?

8. Students will partake in timing one another while reading the decodable text, Nate’s Bike Ride. Partners will fill out check sheets following each reading.

9. After partner reading is done, they will read silently to themselves.

10. For an assessment I will look over their check sheets to evaluate their progress between the first and third readings. I will also listen to each student individually read their decodable text and get their fluency rate by using the formula (Wx60/# of seconds).  


Geri Murray. Nate’s Bike Ride. Genie Collection. 2007

Murray, Bruce.  Developing reading Fluency

Ride Into reading,  Cathryn Albright

Transformation Page



- 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