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Fluency means to read effortlessly with appropriate expression. Fluency relies on word recognition skills that help students move from decoding words to sight-reading.

It is important for three areas of learning

Retention - the ability to recall knowledge long after the teaching has ended.

Stamina - the ability to read for extended periods of time.

Generalization - the ability to combine and apply what has been learned.

The best strategy for developing fluency is to have students read every day for a few minutes. Students must practice their accuracy, automaticity, and prosody with different types of text like narrative, expository, argumentative, and descriptive texts  (Hasbrouck, 2006).

Research based fluency activities

Prior vocabulary time, repeated reading, readers theatre.

Introducing new words and defining them before reading

Model fluent reading

Rehearsing and performing a play for peers helps students reread the text and practice fluency before performing.

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Is a constructive, interactive process involving three factors—the reader, the text, and the context in which the text is read.

Literal Comprehension

Focused on exactly what the text says, or "right there" comprehension.

Inferential Comprehension requires the reader to take what the text says and combine that with their

prior experience and to make an inference, or guess.

Evaluative Comprehension moves beyond what the text says and allows the reader to make judgments about the text,

its message, or the viewpoint of the text.

Some strategies that can be done with Eric Carle's books are predicting, questioning and connecting.

"Why do you think the character did that?"

"What clues tell you that?"

"What do you think will happen next? Why?

"Does this remind you of anything in your own life?"

Teachers can also complete a plot diagram or graphic organizer on the carpet with students (Gunning, 2025).

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In the book The Very Hungry Caterpillar

Tier 1 words : apple, sun, moon, big, small, red, day, eat, leaf

Tier 2 words : tiny, emerged, hungry, cocoon, nibble, stomachache

Tier 3 words : caterpillar, butterfly, metamorphosis, larva, chrysalis

Total Physical Response and KIM strategy

1. Say the word: “This word is caterpillar.”

2. Show a picture: "Look, this is a real picture of a caterpillar!"

3. Students repeat and act it out: “Say caterpillar and show me how it moves with your finger!”

4. Use it in a sentence: “The caterpillar is looking for food”.

Frayer Model

Students determine the definition, facts, characteristics, examples and non examples

Vocabulary Sort

Students categorize words based on commonalities.

For example: Days of the week, Foods, Nature Words

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Students will complete a worksheet and journal using vocabulary words. They will engage in listening, reading, and writing. First, I will introduce vocabulary words, then, I will model fluent reading, after students will partner read. I will target comprehension by activating prior knowledge before reading, questioning during reading, and summarizing after reading. Students will be exposed to the book in different ways. They will have different opportunities to practice their fluency.  In the worksheet, students will glue the day to the correct sentence and draw the right amount of fruit. While students work independently the story will be played silently on the smart board to help students that need visual support. On their journals students will write simple sentences about the story. They can write two sentences every day for a total of 7 days. Advanced students can write more descriptive sentences. Students who need additional support will be given sentence stems and word boxes. Once finished, students will read a few of their sentences to a peer. Students with disabilities can draw and label their drawings using the vocabulary words instead of writing sentences. They can share what they drew, participate in one-on-one reading with an adult, or echo read with a fluent reader. Overall, this lesson enhances metacognitive strategies because students will become familiar with vocabulary, inferring, synthesizing, determining importance, and accuracy, prosody, and automaticity which is (fluency).

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Gunning, T. G. (2025). Creating literacy instruction for all students (11th ed.). Pearson Education. https://bibliu.com/app/?bibliuMagicToken=PAD0tRxKz8kDVbMuZiFrMH2BySpcNCmB#/view/books/B1B5ZEFI40AZ3/pdf2htmlex/index.html#page_381

Hasbrouck, J. (2025). Developing fluent readers. https://www.readingrockets.org/topics/fluency/articles/developing-fluent-readers

Penguin random house. (2025). Eric Carle's Biography. https://eric-carle.com/about-eric-carle/eric-carles-biography/

Reading rockets. (2025). Eric Carle. https://www.readingrockets.org/people-and-organizations/eric-carle

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Eric Carle (1929-2021) was the creator of The Very Hungry Caterpillar. But that’s not the only reason why he received nearly 10,000 fan letters every year. Carle wrote or illustrated more than 70 other children’s books, including favorites such as Brown Bear, Brown Bear, What Do You See? and The Very Quiet Cricket. Carle made these friendly insects and animals by painting on tissue paper, cutting out shapes, and pasting them together. The bold, eye-catching collages pop off the page in vibrant colors and rich textures. Even so, it is the “simple, simple feelings,” Carle believed, that have made his books so popular with young children.