Fly into Fluent Reading

Growing Independence and Fluency



By: Sara Warren

Rationale: While it is important for children to learn how to read through decoding, it is a slow and difficult process. Slow reading also hinders reading comprehension. The process can be sped up with fluency instruction. Fluency instruction helps turn new words into sight words. The method of repeated readings helps a student move forward from slowly decoding to automatic, effortless reading. This lesson directs children to use strategies that build sight words through crosschecking for meaning, repeated reading of the text, and charting progress in paired partner reading to sustain motivation to reread.  




·         Stopwatches for each pair of students                                                   

·         Reading Rate Chart for each student

·         Airplane stickers (3 per student)

·         Class Set of Amelia Bedelia by Peggy Parish

·         Repeated Reading Checklist (1 per Student)

·         Reader Response Form (1 per Student)




1) Explain the activity:

Say: Today you are going to learn how to pick up speed while you're reading so you can read as smoothly and as naturally as you talk. When you can read smoothly, it's easy to understand the words and get interested in what's going on in a story.

2) Model fluent and Nonfluent reading

Say: I am going to let you listen to me read a short passage two times (from page 8 in Amelia Bedelia). When I'm done, I'll take a vote on which time I sounded better. (1) “My, what nice /f-o-l-k-s/ folks. Oh, fOlks. I’m going to like /w-o-r-k-in-g/ working h-e-r. Oh, here!” (Here makes more sense than her.  I am having trouble with some of these new words so I have to finish the sentences to see if I can figure them out.)  said Amelia Bedelia. (2) Let me try this passage again. “My, what nice folks. I’m going to like working here,” said Amelia Bedelia.

(Ask for a show of hands) Who liked listening to my first reading? How about the second? Why did the second time sound better to you? That's right, I didn't have to stop to figure out any of the words.


3) Review a strategy

Say: Did you notice that I used a strategy of crosschecking when I couldn't get a word? What I did was finish the sentence to see if I could figure out the pronunciation of some tricky words with irregular vowels or sneaky e’s, like the o in folks or the e in here.  At first I pronounced them but they didn't sound like real words I've heard of or correct in my sentence. Then when I finished the sentence, I could tell what the words were, like fOlks instead of f-o-lks.


4) Practice together

Say: Let’s try reading the first two lines on the next page together as a class. I see one tough new word in the next two sentences. (choral read:) Amelia Bedelia went inside. "Such a grand house."  I heard some of you having trouble with grand, but you used the rest of the sentence to figure it out.


5) Motivate to read

Say: Before we get any further, let me tell you a little bit about this silly Amelia Bedelia. Amelia Bedelia is a housekeeper for Mrs. Rogers. One day, Amelia Bedelia went inside of Mrs. Rogers house to do her chores, and she accidentally did everything wrong on the list she was supposed to do.  She cut up Mrs. Roger's towels, put dust on the furniture, took the light bulbs out of the lamps, and many more things. Then Mrs. Rogers comes home to find the big mess. What do you think she will say to Amelia Bedelia? Do you think she will be mad? We will have to read to find out more!


6) Explain the new procedure for paired practice

While explaining, write directions as steps on the board for students to refer to.

Say: Here's what you are going to do next.

1. Pair up with your reading buddy (previously assigned to what best fits the student’s and classes needs); one buddy can come to the round table and get two Repeated Reading checklists and the other buddy can go to the kidney table and get two Reader Response .

2. Take 3 turns reading the passage (pages 13-33) to each other. While one reads, the other will use the stopwatch to time your partner's readings.

3. Also pay close attention to how many mistakes your partner makes each time.  Make tallies like this (teacher will model line tally method on the board lll) for each mistake. Mark the tallies on the dark line next to the time.

4. As your partner reads the 2nd and 3rd times, you will put a check mark in the box next to what they improved on AFTER they finish reading. Teacher will need to model exactly where student will make a check mark and why.

5. When you are done timing each other, you can discuss the answers to the reader response questions.

6. Then each of you will write your answers on a separate sheet of paper back at your desks.

7. When you turn in your papers and checklists, I will give you a graph and three airplanes. I will figure out your three rates. The teacher will use fluency formula to determine the words per minute [Formula is (words in the passage x 60/ seconds)].

8. After putting your name at the top your airplanes will go in the time spaces to show your reading rates. (Putting airplanes in the appropriate spot on the graph will need to be modeled by teacher.)

9. You'll put your completed airplane chart on the front bulletin board on the fluency poster.



Grades are computed using point system as follows

Grading Rubric for Repeated Readings

Followed direction for completing forms

1 pt

Improved in speed

2 pts

Improved in accuracy

2 pts

Answered 4 questions with complete sentences

2 pts

Answers accurate/appropriate

3 pts

Total Points

10 pts









Text Box: Reader Response 					Name: ________________________________________


_________ Reading Rate Chart




















































Repeated Reading Checklist


Name: _________________________________________________


Partner's Name: ______________________________________


Time After 1st read: ___________           Tallies during 1st read:  ____________________________________

Time After 2nd read: ___________          Tallies during 2nd read:  ____________________________________

Time After 3rd read: ___________          Tallies during 3rd read:  ____________________________________


             Put a check in the box if your partner… 


After 2nd Reading

After 3rd Reading

Remembered more words



Read faster



Read smoother



Read with expression




Parish, Peggy. (1963). Amelia Bedelia. New York: Harper Collins.

Photo image from:


Lesson Design Resources:

Meredith Kizer, READ, READ, READ, and Repeat

Geri Murray, Reading is a Breeze




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