Rationale:
This lesson aims to help students develop fluent reading in longer, more developed texts. Fluent readers can read quickly, automatically, and accurately. Fluency is necessary for students to excel in reading because it allows for speed, expression, and accuracy, while improving reading comprehension. Research has shown that repeated reading is the most efficient way to improve fluency. In this lesson, students will develop fluency through timed repeated readings by using an instructional level book. Repeated reading will be done first with a partner, and then the teacher. Partners will be chosen based on similar reading levels. Assessments will be recorded through a provided fluency rubric.

 

Materials:
•    Class set of June B. Jones and the Stupid Smelly Bus
•    Stopwatch for each pair of students
•    Cover-up critter for each student
•    Copies of paired reading checklist/student reading progress checklist for each student
•    Correct words per minute chart for each student with butterfly to mark student progress
•    Pencils
•    Sample Sentences for teacher to model on board

 

Procedures:
Step 1- Say: In order to get better at something, we have to practice over and over. Have you ever had to practice piano, play football, or dance every day until you became better? Well, we have to practice with reading in order to become great and fluent readers. Fluent readers can read smoothly, quickly, and expressively, which means making fewer mistakes, not having to stop as often, and even reading like you’re telling an exciting story! This makes our reading so much more fun and relaxing, so we’re going to get some practice today so we can all become fluent.
Step 2- Say: You already have some tools you need, like being able to decode and read lots of words- even unfamiliar ones! It’s okay if you ever get stuck on a really hard one; even I sometimes get stuck on challenging words. That’s why we have our cover-up critters- so we can break up a word into easier parts. If you’re still stuck, keep reading to the end of the sentence to see if the rest helps you figure out the word, then always reread the sentence you struggled with so it can make sense put together. Now it’s time to work on our reading together.
Step 3- Alright, now I’m going to read out loud from the board. Listen and decide if I’m a fluent reader right now. [Written on board: Jack went to the store to buy some bread.] J-/a/-k  w-/e/-n-t to /th/-e  s-t-/o/-r… hmmm, what’s a stor? [uses coverup to look at o_e] Oh, it’s the store! To b-/uy/ s-o-m-e b-r-r-r-eed? To buy some… oh, bread!
Step 4- I had a lot of trouble with that sentence. That’s why I used my coverup critter to help me with “store.” Then, with bread, I had to finish the sentence to see what made sense. Now I need to reread it to see what the sentence meant and see if I can make my sentence a little more fluent. [reads from board accurately and faster, but still somewhat choppy] Jack went to the… store to buy some… bread. That was a lot better, wasn’t it?
Step 5- I still don’t think that was very exciting, so I’m going to try one more time with expression: Jack went to the store to buy some bread! Did you like that time better, did you want to hear more? What was the difference in the way I read each time?
Step 6- Now I want you all to practice. The book we’re going to start reading is called Junie B. Jones and the Stupid Smelly Bus. Do you remember your first day of school? Was it scary? Junie B. is about to start kindergarten and she is not excited about it. Will her first day end up being awesome or make her never want to go to school again? We’ll have to read to find out. I’m going to read chapter one, and I want you to listen closely and see if I’m reading fluently. [read chapter one, only three and a half pages]
Step 7- Say: Now, I want you all to read chapter two [two pages] to yourselves. [marks whether students read aloud, mouth words, or read silently]
Step 8- Now I’m going to give each of you a reading partner. You’re going to practice by reading to your partner out loud. Each group will get a stopwatch and checklists. The reader will read chapter two once while the listener just listens and times how long it takes to do the reading. Then, the reader will read two more times, and the listener shouldn’t interrupt! During the second and third times, the listener should be thinking: “Is my partner remembering words they missed the first time? Are they smoother and using more expression?” Then, the listener will fill out the checklist and you will swap places. [walks around making sure activity is executed properly]
Step 10- While we’re reading, I’ll be calling you one at a time to come to my desk so you can read to me three more times. I will have the stopwatch to time you, then ask a couple of fun questions about what you read. Make sure to bring your checklist with you. [assess students with 
words per minute formula as well as basic comprehension questions such as: Was Junie B. excited to ride the bus? Was there someone else at the bus stop? Do you think Junie B. is about to have a good bus ride? Why or why not? Take note of miscues, but don’t scaffold during readings since it will mess up the time. Put their best time on the visual WPM chart to encourage and motivate student.]

 

Assessment-
Paired Fluency Checklist:
Title of Book: ___________________________________________
Student’s Name: ___________________ Date: ______________
Partner’s Name: ____________________
After 2nd Reading   After 3rd Reading
_______________     _______________     Read smoother
_______________     _______________     Read with more expression
_______________     _______________     Read faster
_______________     _______________     Remembered more words
 
Student Reading Progress Checklist:
Reader: __________________________
Title of Book: __________________________________________
Page Numbers Read: ________ Number of Words in Passage: ________
1.    _____ Words x 60 in _____ seconds = ________ WPM
2.    _____ Words x 60 in _____ seconds = ________ WPM
3.    _____ Words x 60 in _____ seconds = ________ WPM
Which turn sounded smoothest? ________
Which turn had the least amount of errors? ________
Does the reader comprehend the meaning of the text? ______________
Correct Words Per Minute: Use the butterfly to mark where students are on the chart
0 - - - - - 10 - - - - - 20 - - - - - 30 - - - - - 40 - - - - - 50 - - - - - 60 - - - - - 70 - - - - - 80 - - - - - 90 - - - - - 100

 

 

 

 

 

 

References:
Murray, Bruce. “Developing Reading Fluency.” Reading Genie. http://www.auburn.edu/academic/education/reading_genie/fluency.html
Park, Barbara. Junie B. Jones and the Stupid Smelly Bus. New York: Random House, 1992. Print.

 

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