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Growing Independence and Fluency

Kites graphics

Audrey Leach

March 24, 2014

Growing Independence and Fluency

Ready, Get Set, and Go Read! 

            Rationale: Once you have reached a level of fluency in one’s reading, you are now a great reader!  Reading fluently includes the ability to identify words accurately, rapidly, and automatically, and you read at the same rate that you speak.  The three skills needed to be a fluent reader are as follows:  the ability to read faster, read smother, and read more emotionally.  The best way to gain fluency is to read and reread the same text several times to learn to recognize all of the words immediately. 


                        -A copy of Kite Day at Pine Lake for each child.

                        -A stopwatch or method of timing each pair of students.

                        - A Speed Record Sheet for each student. (See below)

                        - A White Board Marker.        


1.  Begin by explaining to students what a fluent reader is.  Say:  “To be readers who read fluently, we need to read with expression.  That means that we put emotion in out voice.”  Explain to your students that today we will be reading and rereading the story Kite ay at Pine Lake.  By rereading the text, it will help us become more fluent readers.  Tell your students that they don’t have to know every word the first time they read it.  If they reach a word that they can’t read, tell them to use their cover-up critters.  Next time they reach that word, they will hopefully have an easier time reading the word more fluently.

2.  On your white board, write the sentence, “I like to fly kites.  What is your favorite part of flying kites?” on the board.  Model for the students how to read the sentences.  First read the sentence slowly.  Say: “I-l-i-i-k-e-t-o-o-f-l-y-y-k-i-i-t-e-s.  Wh-wh-a-a-t-i-i-s-y-ou-ou-r-fav-or-ite-p-p-a-r-t-t-a-b-ou-out-f-ly-i-n-g-k-i-t-e-s?”  After reading the sentences slowly, read them fluently.  Say: “I like to fly kites.  Do you like to fly kites?”  Say: “Which one of these ways sounded better?  The first time when I read it really slowly, or the second time when I read it fluently?”  The students should say the second time.

3.  Give a book talk to the students about the story, Kite Day at Pine Lake.  This book is about a group of friends who like flying kites at a lake. They all are kites that are different kinds.  The kites have different shapes, are different sizes, and are different colors.  Bob, their friend, is sad because he doesn’t have a kite.  What will happen next?  Do you think Bob will ever have a kite?  We need to read the story to find out!

4.  Have the student’s partner up and go to different places in the classroom.  Each child needs a Speed Record Sheet.  Explain to the students that one child will read while the other records.  The read will read as much of the text as they can in one minute.  At the end of the minute, the reader will leave their finger on the word they ended on, and the student who is recording will write down the number of words read.  They will reset the stopwatch and repeat the reading a second time, and write down the number of words read again.  They will then do it a third and final time.  The goal of this activity is that students will be able to read the text more accurately and fluently.

5.  For an assessment, I will call up student individually.  I will have them read as much for the text that they are capable of reading in one minute.  I will then have students answer comprehension questions.






Speed Record Sheet

Name: ____________    ___ Date: _________

1st Time: ________

2nd Time: _______

3rd Time: ________