Procedures:

1. Say: “Today we will be learning how to become fluent readers. Who knows what fluent means?” Wait for student’s responses. “When we are reading fluently, we recognize all of the words easily and automatically. We also read quickly and with expression. Fluency helps us understand what we are reading because we recognize the words so quickly. Also, when we read out loud to other people, they enjoy what we are reading to them more. It takes practice, but I know you guys can do it!”

2. Point at the sentence written on the board. Say: “Now, we are going to look at this sentence and I will show you how to read with fluency. I want you to listen to how I read what I wrote on the board.” Read sentence slowly, separating each sound and repeating some sounds. “Wasn’t that hard for you guys to understand?” Let students answer. “Now, I will read the sentence a little bit faster and smoother.” Read the sentence again but with a little more fluency and speed. “I think that I definitely did better that time, but I want to read it one more time so that I can read it fluently.” Read the sentence quickly, smoothly, and with expression. “Was I fluent that time?” Let students answer. “Yes! I was able to read the sentence with fluency because I reread it three times. Just like you practice sports and music to be good at it, you also have to practice reading to become fluent. Does everyone understand?”’ Let students answer.

3. Say: “Sometimes, when we are reading, we see a word that we do not know. When that happens, you have to use your cover-up critter. I will show you what to do with a word that I will pretend not to know.” Write queen on the board. “First, cover up everything except the vowel, or in this case, vowels. I know that ee says /E/, so I uncover the first part of the word. Qu says /q/, and then I uncover the last part, and n says /n/. Oh! The word is queen! So, if I were reading a sentence with queen in it, and I did not know what it was, I would finish the sentence first, then I would go back and use my cover-up critter to separate the letters and decode the word. After I realize that the word is queen, I reread the sentence and keep going! This is called crosschecking, and it helps a lot.”

4. Say: “Today, we are going to practice our fluency skills with a book called ‘Little Ant’s Big Plan.’ It is about a little ant that loves to read. He loves it so much that when fall comes around and he is supposed to be storing food for his family, he forgets to and reads instead! You will have to read the rest of the book to figure out what happens next.”

5. Say: “We are going to split up into partners and read ‘Little Ant’s Big Day’ to each other. One partner will read it, and the other partner will take notes on the fluency checklist. While your partner is reading to you, you will use the timer to see how long it takes them to read, and when they are done, write the time down on the time record sheet. After you are done, take turns until both of you have read the book three times. You can pick your own partner. Come to my desk to get your fluency packet and copy of ‘Little Ant’s Big Day.’” Let students pick their partners, get their packets, and settle down.

6. Once all students have finished reading the book three times, say: “Now, flip to the last page of your fluency packets. There are four comprehension questions for you to answer by yourselves. When you are done, put your pencil down and I will collect your packet.”