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Procedures:

1. Say: “Today we will be learning how to become fluent readers. Who knows what fluent means?” Let the students respond. “When are able to read fluently, we about able to recognize words automatically with ease. We are also able to read with expression. When we read with expression, we are able to read quickly. When we understand what we are reading, we are fluent readers. If we are fluent readers, people enjoy when we are reading to them. It will take some practice, but I know every one of you will become a fluent reader!”

2. Point at the sentence written on the board. Say: “We are going to look at this sentence. I am going to show you have to read this sentence fluently. First, I want you to listen to how I read the sentence on the board.” Read the sentence slowly. Separate each sound and repeat some sounds. “Was that hard for you to understand?” Let the students respond. “Now, I will read the sentence a little smoother.” Read the sentence, but with a little more fluency and speed. “I think that I did better that time. I want to read it one last time so that I can fluently read it.” Read the sentence quickly, smoothly, and with expression. “Was I fluent that time? Let the students respond. “Yes! I was able to read the sentence with fluency. I was able to do so because I read the same sentence three times. When you want to be good at sports or music, you have to practice. It is the same thing for reading! Do you understand?” Let students respond.

3. Say: “Sometimes we might not know a word that we see. That is okay. We have our coverup critter that we can use! I will show you how to use our coverup critter on a word that I will pretend not to know.” Write noon on the board. “First, I need to cover up everything expect that vowel. We know that oo say /oo/, so I uncover the first part of the word. N says /n/, and then I uncover the last part, n says /n/ again. Oh! If I put it together that word is noon! So, if I were reading a sentence with noon, 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 noon, I reread the sentence and keep going. This is called crosschecking. This is very helpful when we are reading.

4. Say: “Today, we are going to practice our fluency skills with a book called ‘The Red Raincoat.’ It is about a little boy who got a red raincoat as a gift. He loves the raincoat so much, but it is always sunny outside. When will he finally get to wear his raincoat? Let’s find out!”

5. Say: “I need everyone to find a partner and read ‘The Red Raincoat’ to each other. One partner will read the book, and the other partner will take notes on the fluency checklist that I will give you. While your partner is reading to you, you will use the timer to see how long it takes them to read. When they are done, write the time down on the record sheet. When you are done, take turns until you both have read the book three times. You can pick your partner. Come to my desk to get your fluency packet and copy of ‘The Red Raincoat.” Let the students pick their partners, get their packets, and find a place in the classroom to complete this task.

6. When all of the 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. You have to answer these questions by yourself. When you are done, put down your pencil and I will collect your packet.”