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Home Run Reading

Home Run Reading

Growing Independence and Fluency Lesson Design


Lauren Romano

Rationale: Students become fluent by learning to read at a faster pace without mistakes. Fluent readers should be able to read automatically with accuracy and use expression. Fluency is developed through repeated and timed readings. Home Run Reading will help students become fluent readers by developing the skills they need to read automatically, accurately, and expressively. We will work on block readings to measure fluency as well as reading with partners multiple times so that with each reading students are improving fluency.



1.    A copy of Roasted Peanuts for each student

2.    A copy of Roasted Peanuts for the teacher

3.    Dry erase board and marker for each student

4.    Stopwatch for each pair of students

5.    Baseball stickers

6.    A pencil for each student

7.    Paper for each student

8.    Cover-up critter for each student

9.    Growth chart for each student- the chart will be themed with a batter going to each base and then eventually home. Moving towards home each time the student reads. Each time the student reads, they will record the number of words they can read in a given time period (chart is numbered from 0-80) and put a sticker next to the number that matches the number of words they were able to read. The goal is to get to the highest number possible so that they can be close to reaching home. Every time the student reads they should be able to get a higher number and track their progress.


1.    Teacher says to class, “Today we are going to work on developing fluency. Does anyone know what fluency is? Fluency is when you are able to read fast without stopping to decode or sound out each word. You are able to recognize the words as soon as you see them without struggling. One way that we can work on fluency is by reading a book more than once. Each time you read the book, you get faster because you are becoming more familiar with the text. Today we are going to practice fluency by reading a book more than once and recording the results of our exercise”.


2.    The teacher will model for the students how to read with fluency. Teacher says to the class, “Write on the dry erase board the following sentence: The dog ran fast.” Now the teacher explains, “First I am going to read this sentence without fluency (teacher struggles to decode the words) – t-h-e d-o-g r-a-n f-a-s-t. Now I am going to read the sentence like a fluent reader would. The dog ran fast. Can you hear the difference? Listen as I read one more time. The dog ran fast (say faster). This time I read the sentence faster because it was the second time I read the sentence, so it was more familiar to me”.


3.    The teacher says to the class, “We are going to read Roasted Peanuts to practice improving fluency”. Give book talk: “Summer is approaching and two unlikely friends are so excited to try out for the local baseball team. Sam is strong, fast, and athletic while Jackson is klutzy and awkward. They have dreamed of playing on the same team together since before they could remember. However, this dream is shattered when Sam makes the team and Jackson is cut. Jackson ends up getting a job selling peanuts in the stadium while Sam struggles on the field. What will happen between the two friends?” (The students will read Roasted Peanuts more than one time to improve their fluency) Teacher says, “Do not forget that cross checking is a tool that fluent readers use to make sense of the sentences that they read so that they can read more successfully. If you do not automatically recognize a word use your cover-up critter to hide part of the word to make it easier to sound out/decode. Once you are able to read the word, go back and reread the sentence to see if the word makes sense in this sentence. If the word does not make sense in this sentence, that is a hint that you did not read the word correctly. If you and your partner together cannot figure out how to pronounce a word correctly, come ask me and I will help you”. (Teacher models fluent reading to the students by reading Roasted Peanuts aloud.


4.    Teacher says to the class, “Now that you know how a fluent reader sounds, you are going to get to try to be one while you read aloud to your partner!” (teacher puts students in pairs and give each pair a stopwatch and a copy of the book, as well as the reading graph and stickers) One student will read while the other one times. Each student will read the first three pages from the book. Then the two students trade roles. Teacher says, “When it is your turn to read, I want you to see how many words you can read in one minute, be sure to read every word- no skipping! Put a sticker where you left off so that you will know where to stop counting. When you are finished reading, count the number of words that you read and write that number on your growth chart. Keep trading with your partner until you have each read four times. Ready, Set, Read!”


5.    Teacher circulates around the classroom to listen to the pairs reading and assist if needed.



1.    Teacher says to the class, “When I call your name, come to my desk and show me your progress chart. I will go over your chart with you and then I will ask you to read a page from Roasted Peanuts”.

2.    Teacher will monitor fluency by taking miscue notes and comment on how automatic, accurate, and expressive the student’s reading was. After all of the students have come up, the teacher will ask the students to take out a sheet of paper and a pencil. The teacher will do a quick comprehension check by asking the class to record their answers to the following questions:

-         What happened to Jackson when he didn’t make the team?

-         How did Sam react when he did poorly in the game?

-         What was Jackson best at?


Hot Rod Readers by Ashely Ramsey


Roasted Peanuts by Tim Egan
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