Growing Fluency and Independence Lesson

Climbing the Beanstalk with Jack!

Growing Independence and Fluency

By: Grace Christian


Rationale: When students read with fluency, they are able to read the text easily, without hesitation, and with accuracy.  The easiest way for students to read this way is for them to know the words automatically and without having to decode all the time.  A great way to build this knowledge is for students to read a text over and over again. This is also known as repeated reading.  This lesson has the purpose of having students go through the repeated reading process in order to build their fluency skills.



·  Copies of Where The Wild Things Are for student pairs and teacher

·  Board or display chart with writing utensil

· Copies of listening check sheet for each student


·Place to record WPM

· Student speed chart with beanstalk and WPM (This is a figure of Jack with Velcro that moves up the beanstalk as the students’ WPM goes up)

· Copy of assessment passage



    1. Say: "When I say I want you to read with fluency, it means reading quickly and easily, giving the correct tone as you read.  I want to show you how to read like this and then we’ll practice together." Have sentence from book written on board, "And the walls became the world all around." First read the sentence using the strategy of decoding, then read the sentence faster, and then use expression while reading it.  Ask the students to point out the differences in each way you read it.


    2. "If we want to become a really fluent reader, there are a couple things we have to make sure we do.  One of these very important things is called crosschecking. If you come upon a word that you don’t know, use the sentence around it to help you.  This is exactly how you crosscheck. Let's practice with the sentence I just read: And the walls became the /w/ /O/ /r/ /l/ /d/. That word doesn't sound right. Let me finish reading the sentence to figure out what it is. And the walls became the /w/ /O/ /r/ /l/ /d/ all around. Hm what starts with /w/ that would make sense, world? That makes sense! Now, I'll use mental marking to remember that word. I'll note that o is actually a short o. /w /o/ /r/ /l/ /d/."


   3. "Now I want you to practice reading fluently with a partner. I want your partner to listen to you read the story three times, and will fill out this sheet, which is called the listening check sheet. After each reading, the listener will show on the check sheet what you did better. We will work with Where the Wild Things Are. This book is about Max, who dresses in a wolf costume and goes crazy acting like a wolf through his household.  His mother gets mad at him and sends him to his bedroom without dinner.  All of a sudden, his bedroom transforms into a different world.  What kind of world do you think he goes to?”


Listening check sheet:


Assessment: The students will be assessed through timed readings done by the teacher.  The teacher will time how long it takes the student to read the passage with a stopwatch and record his or her WPM (words read x 60 / seconds) on a chart.  For every time the student improves they can move Jack up further on the beanstalk in order to see their progress.



Meet the twins Pat and Tim.

They like to do lots of the same things. And they both like caps. Pat and Tim put on red caps to go to the park. They ride bikes and climb and swing and play catch. The twins like t-ball. They even play on the same team. Pat and Tim put on blue team caps to play ball. Pat and Tim like yellow caps for reading. They put on green caps to study math. On Monday, Pat puts on a pink cap. Tim puts on a black cap. But the twins feel sad. Can you think why? Pat is in class 2-P with Miss Pinkham. Tim is next door in class 2-B with Miss Blackwell.



·  The Reading Genie by Bruce Murray

·  Checksheet:

·  “Flying High With Fluency” by Katherine Carnes:

· Where The Wild Things Are by Maurice Sendak

·  Assessment Passage: