Growing Independence and Fluency

Growing Independence in Fluency Lesson Plan

Fluency is Fantastic!

Katy Moore

Ø  Rationale:

Fluency is a key component in reading. To read fluently, you have automatic word recognition. Fluency is vital to reading, because fluent readers comprehend faster since they do not have to decode each individual word while reading unfamiliar text. This lesson is designed to help students become more fluent readers through repeated readings of a text and timed readings. This lesson will have students working with a partner.


Ø  Materials:

·                Dry-erase board and marker

·                Poster with the sentence, “If you give a mouse a cookie, he’ll want a glass of milk.”

·                Cover-up critters

·                Pencils

·                Stopwatch

·                If You Give A Mouse A Cookie by Laura Numeroff

·                Reading rate chart

·                Fluency checklist

·                Paper

·                Clipboard


Ø  Procedures:

1. First, I will explain the lesson objective to my students.

“Today we are going to improve our fluency when we read. Fluency is when you read words quickly and automatically with expression. We do this so when you read, it is not only easier, but more exciting as well. With a partner, we are going to read the same book three times. While your partner is reading, you will time them. Each time, you can get better by setting a goal for yourself that was higher than the last.”


2. I will model how to use the cover-up critters when coming across an unfamiliar word.

“Cover-up critters are tools we use to help us decode, or read, an unfamiliar word we don’t know yet.For example, let’s look at the word strict. *I write the word strict on the board. I am going to use my handy dandy cover-up critter to decode this word. *I will cover up all letters except for s. /S/…/s/…ssss. *Then I uncover t. /t/…./St/…/st/ *Next I uncover r.] /r/…/Str/…/Str/…str. *Then I uncover c. /i/…/stri/… After that, I will uncover c. …/c/../stric/ Last, I will uncover t. /t/…/strict/…Strict! This word is strict. We blended all of our correspondences together to find out that the word is strict.”


3. I will show the students the poster with the sentence, “If you give a mouse a cookie, he’ll want a glass of milk.” I will use this sentence to model fluency.

            “Let’s read this sentence together slowly. I-f you g-i-v-e a m-m-o-u-s-e a c-c-oo-k-i-e, he’ll w-a-n-t a g-l-a-ss of m-m-i-l-k. Was that sentence difficult? Yes? That is because there are some unfamiliar words in it. I bet if we read it a second time, it will be easier. Let’s try it. If you give a m-mou-s-e a c-c-oo-kie, he’ll want a g-l-a-ss of milk. I read it easier that time, but I still think it took a bit too long. I didn’t read it with any expression. Let me read again. *I will read the sentence with exaggerated expression. If you give a mouse a cookie, he’ll want a glass of milk!! The third time I read it, was much better than the other two because I read it with fluency and expression!”


4. I will pair the children up with partners and give each partner pair a stopwatch and a copy of the text If You Give a Mouse a Cookie, by Laura Numeroff, a reading rate chart, and a fluency checklist.

            “You and your partner are going to read If You Give a Mouse a Cookie three times each to build on your fluency. You will take turns being the reader and one will be the timer. The timer will time your partner reading the book and will record their time on the reading rate chart. When you’re the one timing your partner, be sure that you hit start as soon as your partner starts to read and hit stop as soon as they are done reading. Record all three of the times on your chart. After your partner has read the book once, make sure you fill out the fluency checklist along with the reading rate chart. This will help your partner and see if you’re improving. If you give them a higher score than what they deserve because you want to be is nice, is not going to help them. In fact it will hurt them. So please help them by giving them the real scores and give helpful feedback.”


5. I will introduce the book and give a book talk.

“If You Give a Mouse a Cookie is about a boy who meets a mouse. He gave the mouse and cookie and the mouse keeps asking the boy to do all these silly favors for him. I’m curious to know what all those silly things are that the boy has to do for the mouse. Let’s start reading! Don’t forget to time your partner and record the results!”


6. I will watch the students read the book. I will walk around the room and ask any questions the students may have and make sure that they are writing the correct time.


Ø  Assessment::

Reading Rate ______________

Words Per Minute




Less than 50





























 The following fluency checklist filled out each reading partner will also be used as an assessment:

·         Title of Book:

·         Student’s Name:

·         Partner's Name:

·         After 2nd reading:

·         After 3rd reading:

·         Remembered more words: 

·         Read faster:

·         Read smoother:

·         Read with expressions:


Ø  Comprehension Assessment Questions:      

·         What are some of the things that the boy had to get for the mouse?

·         Why do you think the mouse kept asking for things?

·         How did the story end?

·         Where did the story take place?


Ø  Resources:

·         Murray, Bruce. The Reading Genie. 10 February 2014.

·         Brown, Holland. Go, Fluency, Go!



·         If You Give a Mouse a Cookie by Laura Numerof

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