Reading Lessons‎ > ‎

Growing Independence and Fluency


Gaining Fluency with Ramona!

Taylor Medlock



Rationale: This lesson is designed to increase students’ rate of fluency in which they read text with automatic word recognition in order to become expert readers. The central goal is for students to read passages of the whole text, Ramona the Pest ,faster and with more expression by adapting the decoding strategy of crosschecking.  In order to achieve this goal, students must reread the decodable words in the text multiple times over in a series of repeated readings with a partner.  



- copy of Ramona the Pest for each student

- cover up critter for each student


-copy of comprehension questions

- partner reading checklist

-fluency graph


1. Say: “Today, we are going to work on developing fluency. In order to become expert readers, we have to learn to read fluently. This means that we have to practice reading a passage over and over again in order to read it more fluently, this is called repeated reading. It will make reading more enjoyable because with practice you will be reading faster, smoothly, and with more expression!”


2. Say: “I am going to read a sentence and I want you to tell me if you think I am reading fluently or not. ‘Rrrraaammoooonnnaaaa iiiiissss a  ppppeeeetttts Oh, I meant pest.’ Did I read that fluently? That’s right. I read the sentence very slowly and without good fluency. I used context clues by reading to the end of the sentence to figure out that it was pest not pets. This is a strategy called crosschecking. I am going to read it again more fluently. ‘Ramona is a pest.’ Did you see the difference between my two readings of the same sentence? This time I did not have to sound out or stumble on any of the words. Now, I am going to read it one last time, but add expression. ‘Ramona is a pest!’”


3. Say: “Today, we will be practice fluency by reading a portion of the book, Ramona the Pest. Book talk: Ramona is having a hard time with the new school year. She can’t seem to get along with anyone in her class and she doesn’t like doing any kind of seat work. Will kindergarten ever get any better? We’ll have to read to find out!”


4. Say: “Now, I want you to get with a partner (the person sitting next to you) so that we can play a fluency game.” [Pass out to each person a reading checklist sheet] “I want you to look at this sheet with me while I explain. You’ll be reading aloud the first chapter to your partner. You will take turns reading it aloud 3 times each. After the 2nd and 3rd readings, make a checkmark by the elephant if they ‘remembered more words’, by the cheetah if they ‘read faster’, by the swan if they ‘read smoother’ and by the monkey if they ‘read with expression’. Now let’s get started!” [Walk around to monitor and observe partner reading]


5. [After partner reading is done, collect the reading checklist sheets.] Say: “I’ll be calling people up individually to my desk to read to me.” Assess individual student reading by having them read to you. Time the reading with a stopwatch. While they read, mark reading miscues. Calculate the individual’s words per minute with the formula (# of words x 60/# of seconds). Record this number on clipboard list next to that student’s name. Using the Fluency Assessment Graph, show student where they are at by putting a sticker above the number of words per minute they are reading, with the goal of 100 wpm.


6. [Pass out a reader response question sheet to each student] The purpose of the reader response question sheet is to check for comprehension, not just time, of readings. Say: “After reading with me at my desk, I want you to answer these questions at your desk to see if you remember all about the chapter you just read with me.” [Collect sheets when everyone gets done].


Example questions

1.    What does Ramona want to do to the little girl with curly hair? (pull the curls)

2.    Who does Ramona like to chase around on the playground? (Davy)

3.    What is the name of Ramona’s big sister? (Beezus)




7. I will evaluate the students’ answers to the reading questions to assess his or her fluency of the reading.

 Partner Reading Checklist:




Related Lessons:

Related Lesson“Driving the Fluency Bus to School with Junie B. Jones” by Lauren Lindsey


Book source:

Cleary, Beverly. Ramona the Pest. New York :HarperCollins, 2006. Print.


Graph source:


Back to Entries