Fishing for Fluency 

1. The lesson begins by explaining fluency to the class. Say: “We have learned a lot of new words and can read a lot of books right? But we could be better readers too right? So today we are going to work on becoming better readers by becoming fluent readers. Does anyone know what being a fluent reader means? (discuss what being a fluent reader means and looks like) Right! Being a fluent reader means we don’t have to sound out every word, we can automatically recognize the words, which makes reading so much more fun and easier! When you are a fluent reader, you are able to read through a whole story and understand what the story is about. This way we are able to add expression in our voices when we do read. So, we are going to practice reading the same story multiple times so that we can learn to read fast too! Because don’t we all want to be fluent readers? YES !”

2. Say: “So we have the cover-up critters that can help us decode, which we use when we read an unfamiliar word. Watch me show you how to decode a word that might be unfamiliar to you - Let’s use the word “fish” as an example (write the word on the whiteboard). Let’s cover up all the letters in the word except the first one, F. /f/.../f/.../f/. Great! Now I uncover the next letter, I. /i/.../i/.../i/. Good job! Now I’m going to uncover the “sh” and blend all the phonemes together. /f/.../i/../sh/.../fish/. Fish! Good job, see how we can use our critters to help us figure out new words. Now let’s use this word in a sentence: “The fish swam in the river.”

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3. Next, go over how to use cross-checking. Write “The fish swam far.” First, read it slowly to show how a non-fluent reader might read the sentence. “Thhhee fiiiishhh ssswwwaaamm fffaarrr.” Next, I will read the sentence faster and more fluently, adding expression to my sentence to show how a fluent reader might read the sentence. “The fish swam far.” I will then ask my students: “Could anyone notice any differences between the first time I read the sentence and the second? What was different about both readings? Which one was quicker and smoother? Right, the second time I read the sentence I read it with expression and fluency, right? That’s how I want all of you to be able to read, quickly, with fluency, and with expression in your voice. 

4. Say: “Now, I want you all to read the book The Pout Pout Fish by Deborah Diesen silently to yourselves at your desk. This story is about a fish with a sad-looking face, that thinks all he does is spread dreary, sad looks. He comes into contact with a lot of different sea creatures that encourage him to smile and be happy! Until one day, when everything changes for Mr. Fish. I want you to read the book and find out what happens to Mr. Fish. 

5. Say: “After you have read through the story once silently to yourself, I want you to partner up with your shoulder partner. We are going to be playing a reading fluency game. I want one partner, when I am finished giving instructions, to come up to the front of the room, pick up one stopwatch, and two fluency recording sheets, and two reading response question forms. You are going to designate who is going to be Reader #1 and who will be Reader #2. Reader #1 will start the game by reading the first two pages of the story. Before Reader #1 begins to read, make sure to count how many words are on the first two pages. While Reader #1 is reading, Reader #2 will be timing how quickly Reader #1 can read the first two pages. As your partner is reading, you will record on the timesheet how fast they have read, and on the fluency chart, markdown any mistakes your partner is making while reading. Listen for your partner to read with expression, make facial movement, and if they remember any more words. For each mistake your partner makes, you mark down one tally. (show example on the board) You are each going to take turns reading 2 pages, repeat the activity 3 times. After you have each read 3 times through, take the total number of words on those pages and subtract the number of mistakes that were made while reading. Your answer should look like: “ ___ words in ___ minutes.” Once you have finished timing each other and recording your results, move on to the reading response questions. Both you and your partner will answer the response questions at your desk and turn that sheet and your fluency chart into me.”