On Your Mark, Get Set, READ!


Growing Independence and Fluency

Tijera Marshall

Rationale: In order for children to read for comprehension, they need to be able to read a significant amount of text in a certain amount of time. They should be able to remember what they read; they need to be able to read fluently and skillfully. Reading fluently is the ability to recognize words accurately, rapidly, and automatically with smoothness and expression. When children become fluent they are able to comprehend what they are reading because they don't have to focus on sounding out words. The goal of this lesson is to help students develop reading fluency using repeated reading.


Junie B. Jones and some Sneaky Peeky Spying by Barbara Park (enough copies for each student)

Dry Erase Board

Dry Erase Marker

Fluency Rubric for each student

Fluency Sheets for each student

Speedy Reader Progress Chart for each student:

Name: ________________    Date: __________

1st time: ____

2nd time: ____

3rd time: ____


Stopwatch for each pair of students

Pencil for each student

Progress chart (can be a race car on a track, headed to the finish line)


1.    Say: "Today we are going to learn how to improve the way we read. In order to become a successful reader, you must be able to read fluently.  Fluency is when you are able to read fast without having to stop to sound out words because they are automatic. You read them with little to no effort.  Once you become fluent readers, what you read will begin to make more sense and you won’t have to try so hard to read each word.  One way that we can work on fluency is by reading a text or book multiple times.  Each time you read a book, you get faster because you are becoming more familiar with the text. Today we are going to read a text more than once and see if that helps us with our fluency!"

2.    The teacher will model for the students how to read fluently. She will explain what it sounds like and feels like.  Write on the dry erase board the following: I spent a day at the track. Tell students, "First I am going to read without fluency. I Speeennnttt Aaaa Daaaay atttt theeee Trrraaack.  Now, I am going to read the sentence like a fluent reader would. I spent a day at the track.  Did you hear the difference between reading with fluency and without? Listen as I read the sentence again. I spent a day at the track.  This time, I read the sentence faster because it was not the first time I had read those words. By reading the sentence twice it will help me read it fluently the third time.

3.    "We are going to use the book Junie B. Jones and some Sneaky Peeky Spying to practice improving our fluency”. The teacher will remind students to cross check if they do not automatically recognize a word during their reading. "Do not forget that cross checking is a tool that fluent readers use to make sense of the sentences that they read." Also, if you do not automatically recognize a word you can use your critter cover-up to cover part of the word to help you sound it out.  Once you have determined the pronunciation of the word, go back and reread the sentence to see if the word makes sense in the sentence. To pique the students’ interest the teacher will say, “Junie B. is the best spy in the world. That’s because she has sneaky feet. And her nose doesn’t whistle when she breathes. But guess what? Junie B. might be real sneaky and real peeky but when she spies on Mrs., she could get into real trouble! What happens to Junie B.? Let’s find out!” The teacher will read one page to model fluency.

4.    Say “Now that you have heard me read the book fluently you are going to practice reading fluently with a partner.” Divide students up into groups of two and give each student a copy of the book. One student will be the reader while the other will sit and listen and write down how long it took them to read. Then, the students will switch jobs. Say: “When it is your turn to read, I want you to see how many words you can read smoothly and see how long it takes you to read it. Read the first four pages”.  After each time your partner reads, I want you to fill out the fluency sheet marking what you notice about their reading, and write down how long each time took them to read.  I want you to keep switching with your partner until you have each read three times.  You will then fill out the fluency rubric. You can start now.

Fluency Literacy Rubric

Name: ____________________

Evaluator: __________________ Date: ________________


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

After 2nd reading...

__ Remembered more words

__Read faster

__Read smoother

__Read with expression


5.     As the students are reading with partners the teacher will walk around the classroom observing and providing help to students when needed.

Assessment: To assess the students reading fluency, the teacher will call each student to her desk one at a time. When the students come they will bring their book, progress chart, and fluency checklist that was filled out by their partner.  The teacher will look over the checklist to be sure they did well with fluency.  If there is doubt, the teacher will have the student read at least three pages from the book to demonstrate their fluency in reading. Once the child has done this, the teacher will then ask basic comprehension questions, to see if the student understood what they read.


“On your mark, get set, read!” lesson plan by Marie Claire Sikes

"Ready, Set, Read" lesson plan by Caroline Conner

Parks, Barbara. Junie B. Jones and some Sneaky Peeky Spying. Scholastic Inc., 1998.

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