Flying Into Fluency


Fluent Reading

By: Sarah Drawdy


Rationale: In order to be fluent readers, students must read quickly, automatically, and expressively. In the 2nd grade, students read with speed, ease, and expression. Students should also be able to comprehend what they are reading. One way to increase fluency is through repeated readings. Repeated readings involve students reading a passage of text several times to become more fluent by making all words of text into sight words. In this lesson, students will gain fluency through repeated readings.

Materials: The Deep Sea book for each student, a sentence strip for each student that reads: "The boys are trapped in the middle of the sea", cover-up critter, partner assessment worksheet that has a place for each child to evaluate their partner, and a pencil.


1)    I will begin my lesson by saying, "today, we are going to learn what it's like to become fluent readers and what fluent readers sound like when they read! Fluent readers can read words easily, with expression, and can read the words very quickly! They can also remember what they read, too!"

2)    I will take out the sentence strips and pass them out to each student and they will follow along with me with their fingers while I model. "I'm going to model what a reader sounds like who is NOT fluent and how they can become fluent! A reader who is NOT fluent would read this sentence like this: "The bbbbooooyyyyss are trayped in the miiiiidddeellll of the say. The boys are trapped in the, oh the middle, middle of the say. Wait, that doesn't make since. Oh! The boys are trapped in the middle of the sea!"

3)    "When you're reading and you come across a word that looks hard or you don't know, use your cover-up critter to help you along! I will show you how to use it! For example, when I was showing you how a struggling reader would read the word "trapped" I would've put my cover-up critter behind each letter and slowly moved it back so I could slowly pronounce each sound in the word. Then, at the end you can say the whole word together! I would have said ttttt rrrr aaaa pppp pppp eeee dddd, oh trapped!"

4)    Then, I will give a book talk about The Deep Sea. "This book is about two boys who want to get across a sea to explore a place called Gull Rock. However, in the middle of their journey, they get STUCK in the middle of the sea on their boat! Will they ever get across the sea? We'll have to read to find out!"

5)    "Now, we are going to read a chapter out of this book called "Save the Boat". I'm going to read this chapter like a fluent reader would read and then I want you to read it to your partners. Then, after you read it the first time to your partner, you are going to keep reading the passage until you can read the chapter fluently. This way, you'll be able to understand and remember what you read! By the time you finish re-reading the chapter you'll be able to read quickly and with expression!"

6)    "I'm going to pass out a little sheet of paper and I want you to put a check mark in the blank beside the sentence that correctly describes your partners' reading." I will then read the worksheet to them to make sure they understand what they are going to do. "Only place a check mark AFTER your partner has finished reading at least 4 times."

7)    "When you have finished this activity, you will be a fluent reader for this chapter!! This means the next time you read this chapter you will be able to read it very quickly and with great expression! You will remember what it was about, too!"








Your Name: _____________________________________________

Your Partner's Name: _____________________________________


Directions: Place a check mark beside the sentence that describes your partner's reading.


_________ My partner's reading stayed the same

_________ My partner's reading only got a little better

_________ My partner's reading improved a lot

_________ My partner's reading was fluent



Campbell, Magen. Fluent Readers are Fabulous!


Sims, Matt. The Deep Sea. High Noon Books. Novato, CA. 1999.

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