Reading Fluency Passages and Speed Reading Drills

Reading Fluency and Speed Reading Drills

Use the Free PDF fluency drills below for 2nd, 3rd, 4th, 5th, and 6th grade. This is a small sample from my Eclectic Speller that the students use to have fun reading and build reading fluency.

DIBELS Oral Reading Fluency Progress Monitoring First Grade Scoring Booklet
DIBELS Oral Reading Fluency Progress Monitoring Second Grade Scoring Booklet
DIBELS Oral Reading Fluency Progress Monitoring Third Grade Scoring Booklet
DIBELS Oral Reading Fluency Progress Monitoring Fourth Grade Scoring Booklet
DIBELS Oral Reading Fluency Progress Monitoring Fifth Grade Scoring Booklet
DIBELS Oral Reading Fluency Progress Monitoring Sixth Grade Scoring Booklet
Oral Reading Fluency Passages Grades 1-5


Sample Reading Fluency Drills all grades
American History Reading Passages and Fluency Drills NEW 
Fluency Drills: 6th Grade
Fluency Drills: 5th Grade
Fluency Drills: 4th Grade
Fluency Drills: 3rd Grade
Fluency Drills: 2nd Grade


Grade Level Fluency Drills K-5 | Florida Assessments for Instruction in Reading



Struggling Readers read less than ten
pages per day that's about 2,000-4,000
words per day, or 400,000 words for
the whole year!

Reading Boot Camp students read
27,000 to 40,000 words per day for 20
days. A half million words read in 20
days! That’s 180 to 240 minutes of on task
decoding daily.

Free Fluency Charts Pdf. and doc. files
Reading Fluency Charts 
Repeated Reading Chart


Fluency is the foundation of reading comprehension. Students that read slowly have little to no recall. The five domains of reading are all important yet fluency is often a after thought. Focusing on fluency will directly impact on comprehension and recall.

1. Vocabulary: 

The four types of vocabulary. 
auditory, 
spoken, 
reading, 
writing

2. Phonemic Awareness:  is a subset of phonological awareness in which listeners are able to hear, identify and manipulate phonemes, the smallest units of sound that can differentiate meaning. Separating the spoken word "cat" into three distinct phonemes, /k/, /æ/, and /t/, requires phonemic awareness.

3. Phonics : refers to a method for teaching speakers of English to read and write that language. Phonics involves teaching how to connect the sounds of spoken English with letters or groups of letters (e.g., that the sound /k/ can be represented by c, k, ck, ch, or q spellings) and teaching them to blend the sounds of letters together to produce approximate pronunciations of unknown words.

4. Fluency: is the ability to read text accurately and quickly. Fluency bridges word decoding and comprehension. Comprehension is understanding what has been read. Fluency is a set of skills that allows readers to rapidly decode text while maintaining a high level of comprehension (National Reading Panel, 2001).

5. Reading Comprehension: is defined as the level of understanding of a writing

Students learn to read about 300-1000 words per year!

Please Email me for free fluency drills.

Repeated reading and rereading of vocabulary controlled materials

Student reads the same material a number of times per day
One minute drills range from a Lexile of 500 to 1100 for
intermediate students, and 150 to 450 for primary students.

General procedure
• Raw-timing (one, five, ten minutes) New Passages
• Practice rereading of controlled material to increase fluency
• Hot-timing (one, five, ten, twenty, up to sixty minute timing for endurance)

Coupled with the following immediate interventions
Modeling done by teacher, and peers

Peer to Peer Administering of Running Records to Speed Evaluation
Students self-monitoring of progress through graphing wpm rate on fluency charts 

Sample 6th Grade Fluency Drill

20,000 Leagues Under the Sea, by Jules Verne The Nautilus
One | Two Minute Fluency Drill

CAPTAIN NEMO stood up. I followed him. Contrived at the rear of the dining room, a double door opened, and I entered a room whose dimensions equaled the one I had just left. CWPM 33

It was a library. Tall, black–rosewood bookcases, inlaid with copper work, held on their wide shelves a large number of uniformly bound books. These furnishings followed the contours of the room, their lower parts leading to huge couches upholstered in maroon leather and curved for maximum comfort. Light, movable reading stands, which could be pushed away or pulled near as desired, allowed books to be positioned on them for easy study. In the center stood a huge table covered with pamphlets, among which some newspapers, long out of date, were visible. Electric light flooded this whole harmonious totality, falling from four frosted half globes set in the scroll-work of the ceiling. I stared in genuine wonderment at this room so ingeniously laid out, and I couldn't believe my eyes. CWPM 163

"Captain Nemo," I told my host, who had just stretched out on a couch, "this is a library that would do credit to more than one continental palace, and I truly marvel to think it can go with you into the deepest seas." CWPM 206

"Where could one find greater silence or solitude, professor?" Captain Nemo replied. "Did your study at the museum afford you such a perfect retreat?"
"No, sir, and I might add that it's quite a humble one next to yours. You own 6,000 or 7,000 volumes here . . ." CWPM 255

"12,000, Professor Aronnax. They're my sole remaining ties with dry land. But I was done with the shore the day my Nautilus submerged for the first time under the waters. That day I purchased my last volumes, my last pamphlets, my last newspapers, and ever since I've chosen to believe that humanity no longer thinks or writes. In any event, professor, these books are at your disposal, and you may use them freely." CWPM 330

I thanked Captain Nemo and approached the shelves of this library. Written in every language, books on science, ethics, and literature were there in abundance, but I didn't see a single work on economics—they seemed to be strictly banned on board. One odd detail: all these books were shelved indiscriminately without regard to the language in which they were written, and this jumble proved that the Nautilus's captain could read fluently whatever volumes he chanced to pick up. CWPM 410

20,000 Leagues Under the Sea Vocabulary Glossary
Abundance noun
an amount that is more than ample; very plentiful quantity.
There was an abundance of food at the Thanksgiving dinner.

Continental adjective
(usually capitalized) of, related to, or similar to the mainland European culture, customs, or the like.


Contour noun
the outline of a surface, form, or figure; shape.
the contours of the land


contrived adjective
planned or artificial, especially in an obvious way; not spontaneous.
The ending of the play was too contrived.


Dimension noun
size as measured in height, width, or depth.
The potential buyers asked about the dimensions of the living room.


Disposal noun
authority to control or direct someone or something.
We are at your disposal.


Ethics plural noun
the branch of philosophy that deals with values pertaining to human conduct, such as good and bad or right and wrong actions and motives; moral philosophy.


Indiscriminate adjective
not planned or organized; haphazard or jumbled.


Pamphlet noun
a short printed publication that is unbound or has a paper binding, often written to inform on some topic or to address a controversial public issue. Pamphlets were being distributed all over campus.


Submerge intransitive verb
to sink or plunge under, or as though under, water.
The submarine submerged rapidly.
The scuba diver submerged and did not return to the surface for several minutes.


Volume noun
a collection of pages of writing or print bound together; book.
Our public library has thousands of volumes.

One Minute Timed Fluency Test 4th grade

3.9 RL Lexile  675
Snow-white and Rose-red

1. There was once a poor widow who lived in a lonely cottage. In front of
the cottage was a garden wherein stood two rose-trees, one of which
bore white and the other red roses. She had two children who were like
the two rose-trees, and one was called Snow-white, and the other Rose-red.
They were as good and happy, as busy and cheerful as ever two
children in the world were, only Snow-white was more quiet and gentle
than Rose-red. Rose-red liked better to run about in the meadows and
fields seeking flowers and catching butterflies; but Snow-white sat at
home with her mother, and helped her with her housework, or read to
her when there was nothing to do. 124 WPM

2. The two children were so fond of one another that they always held
each other by the hand when they went out together, and when Snow-white
said: 'We will not leave each other,' Rose-red answered: 'Never so
long as we live,' and their mother would add: 'What one has she must
share with the other.' 182 WPM

More Sample Fluency Drills

One Minute Timed Fluency Test 4th grade 
Reading Level  9.8

1. Alice was beginning to get very tired of sitting by her sister on the bank, and
of having nothing to do: once or twice she had peeped into the book her sister
was reading, but it had no pictures or conversations in it, “and what is the use
of a book,” thought Alice, “without pictures or conversation?” 57 WPM

2. So she was considering, in her own mind (as well as she could, for the hot
day made her feel very sleepy and stupid), whether the pleasure of making a
daisy-chain would be worth the trouble of getting up and picking the daisies,
when suddenly a White Rabbit with pink eyes ran close by her. 114 WPM

3. There was nothing so very remarkable in that; nor did Alice think it so very
much out of the way to hear the Rabbit say to itself “Oh dear! Oh dear! I shall
be too late!” (when she thought it over afterwards, it occurred to her that she
ought to have wondered at this, but at the time it all seemed quite natural); but
when the Rabbit actually took a watch out of its waistcoat-pocket, and looked
at it, and then hurried on, Alice started to her feet, for it flashed across her mind
that she had never before seen a rabbit with either a waistcoat-pocket, or a
watch to take out of it, and, burning with curiosity, she ran across the field
after it, and was just in time to see it pop down a large rabbit-hole under the
hedge. In another moment down went Alice after it, never once considering
how in the world she was to get out again. 278 WPM


Grade Level Fluency Goals

1st Grade 80 Words Correct Per Minute
2nd           140 WCPM
3rd           160 
4th           180 
5th           195 
6th           205 
7th           210 
8th           215 


Fluency Drills 1st Grade

Ned has fed the hen.
She is a black hen.
She has left the nest.
See the eggs in the nest! 21

Will the hen let Ned get them?
Let me get the black hen. 35

Now Ned has it in his hand,
and he is a big man.
Nat, see the big man
with his black hat. 58

Ned is on the box.
He has a pen in his hand.
A big fat rat is in the box.
Can the dog catch the fat rat?86

Come with me, Ann,
and see the man with
a black hat on his head.101

The fat hen has left the nest.
Run, Nat, and get the eggs. 114

VOCABULARY LESSON

head he Nat come with and on

pat catch has left hat can

black eggs Rab Ann fed get

Fluency Drill 1st Grade

 

Do you see Nell?

Yes; she has a pan with some eggs in it.
Let me have the pan and the eggs, will you, Nell?
Has the black hen left the nest?
I will now run to catch Rob. Will you run, too? 43

Oh Ben! let me get in, will you?
Yes, if you will sit still.
Stand still, Jill, and let Ann get in.
Now, Ben, hand me the whip.
Get up, Jill!75


Kitty has a nice pet. It can sing a sweet song.
She has just fed it.
She will now put it in the cage,
and hang the cage up. Then the cat can
not catch it. 111


Look at Tom and his dog.
The dog has a black spot on his back.
Do you think he is a good dog?
Tom has a big top, too. It is on the box with Kitty's doll. 149

Fluency Drill 1st Grade

 

The sun is up.

The man has fed the black hen and the fat duck.
Now the duck will swim in the pond. The hen has run to her nest.
Let us not stop at the pond now, for it is hot.
See how still it is! We will go to see Tom and his top. 52

O John! the sun has just set. It is not hot, now.
Let us run and jump. I think it is fun to run, and skip, and jump.
See the duck on the pond! Her nest is up on the bank, under the rock.
We must not touch the nest, but we may look at it. 109

The sun has set, and the pond is still.
John, Ned, Ben, Tom, and Nell stand on the bank, and look at the duck.
The dog with a black spot on his back, is with Tom. See! Tom has his hat
in his hand. He has left his big top on the box.
Kitty's doll is on the rock. Nell has put her pet in the cage. It will
sing a sweet song. The duck has her nest under the rock. 191

It is not hot now. Let us run, and skip, and jump on the bank. Do you not
think it is fun? 214


Kate has gone to play with Mary and James.
They are all in the shade, now, by the brook.
James digs in the soft sand with his spade, and Mary picks up little
stones and puts them in her lap. James and Mary are glad to see Kate.
She will help them pick up stones and dig, by the little brook. 52

"What shall we do?" said Mary to James. "I do not like to sit still. Shall
we hunt for eggs in the barn?" "No" said James; "I like to play on the grass. 
Will not papa let us catch Prince, and go to the big woods?"
"We can put the tent in the cart, and go to some nice spot where the grass
is soft and sweet." "That will be fine," said Kate. "I will get my doll, 
and give her a ride with us." 138 

"Yes," said James, "and we will get mamma to go, too. She will hang up a
swing for us in the shade." "I will get my kite, and see it fly.
This is a fine day. The sun shines bright. There is a good wind, 
and my kite flies high. I can just see it. The sun shines in my eyes; 
I will stand in the shade of this high fence. 

Why, here comes my dog! He was under the cart. Did you see him there?
What a good time we have had! Are you not glad that we did not go to the woods with James? 246

More Teacher Made Fluency Drills Grade 3, 4, 5 and 6

George Washington Carver

George Washington Carver was an American scientist, botanist, educator, and inventor. He was born into slavery during the America Ci8vil wart in Missouri a year before the end of the war. CWPM 31

When George Washington Carver was only a week old, George, a sister, and his mother were kidnapped by night raiders from Arkansas. George's brother, James, was rushed to safety from the kidnappers. The kidnappers sold the slaves in Kentucky. Moses Carver hired John Bentley to find them, but he located only the infant George. Moses negotiated with the raiders to gain the boy's return. and rewarded Bentley. CWPM 99

After slavery was abolished, Moses Carver and his wife Susan raised George and his older brother James as their own children. They encouraged George to continue his love of learning and reading, and his "Auntie Susan" taught him the basics of reading and writing that he turned into a lifelong passion of learning. CWPM 147

African American people were not allowed to go to white only public schools in Diamond Grove. The nearest segregated school for African American children was 10 miles away in Neosho, George decided to go there to continue his education. When he reached the town, he found the school closed for the night. He slept in a nearby barn. By his own account, the next morning he met a kind woman, Mariah Watkins, from whom he wished to rent a room. When he identified himself as "Carver's George," as he had done his whole life, she replied that from now on his name was "George Carver". George liked this lady very much, and her words, "You must learn all you can, then go back out into the world and give your learning back to the people", made a great impression on him. CWPM 286

The Fluency Drill Contained Next Are Made From The 
CST RELEASED TEST FOR INFORMATIONAL PURPOSES

English-Language Arts
Grade 2 English-language arts (PDF; 819KB; 46pp.)
Grade 3 English-language arts (PDF; 877KB; 45pp.)
Grade 4 English-language arts (PDF; 1.9MB; 73pp.)
Grade 5 English-language arts (PDF; 883KB; 66pp.)
Grade 6 English-language arts (PDF; 991KB; 61pp.)
Grade 7 English-language arts (PDF; 848KB; 69pp.)
Grade 8 English-language arts (PDF; 933KB; 67pp.)
Grade 9 English-language arts (PDF; 1.5MB; 71pp.)
Grade 10 English-language arts (PDF; 2.7MB; 76pp.)
Grade 11 English-language arts (PDF; 809KB; 70pp.)

More to Come!

Fluency Drill 1st Grade


Oh Kate! 
The old cow is in the pond: see her drink!
Will she not come out to get some grass?
No, Tom, she likes to be in the pond. See how still she stands!
The dear old cow gives us sweet milk to drink. 43

Papa, will you let me ride with you on Prince? I will sit still in your arms.
See, mamma! We are both on Prince. How large he is!
Get up, Prince! You are not too fat to trot as far as the barn.
Did you call us, mamma? 92

I went with Tom to the pond. I had my doll, and Tom had his flag.
The fat duck swam to the bank, and we fed her.
Did you think we might fall into the pond?
We did not go too near, did we, Tom?
May we go to the swing, now, mamma? 148

John Carter: A Prisoner 
Reading Practice Passage

We had gone perhaps ten miles when the ground began to rise very rapidly.
We were, as I was later to learn, nearing the edge of one of Mars'
long-dead seas, in the bottom of which my encounter with the Martians
had taken place. WCPM 44

In a short time we gained the foot of the mountains, and after traversing
a narrow gorge came to an open valley, at the far extremity of which
was a low table land upon which I beheld an enormous city. Toward this
we galloped, entering it by what appeared to be a ruined roadway leading
out from the city, but only to the edge of the table land, where it
ended abruptly in a flight of broad steps. WCPM 125

Upon closer observation I saw as we passed them that the buildings
were deserted, and while not greatly decayed had the appearance of not
having been tenanted for years, possibly for ages. Toward the center of
the city was a large plaza, and upon this and in the buildings immediately
surrounding it were camped some nine or ten hundred creatures of
the same breed as my captors, for such I now considered them despite
the suave manner in which I had been trapped. WCPM 209

With the exception of their ornaments all were unclothed. The women varied
in appearance but little from the men, except that their tusks were
much larger in proportion to their height, in some instances curving
nearly to their high-set ears. Their bodies were smaller and lighter in color,
and their fingers and toes bore the rudiments of nails, which were entirely
lacking among the males. The adult females ranged in height from
ten to twelve feet. WCPM 289

What was the state of the dwellings in the city, particularly the state of habitation?
A. The dwellings seem to have recent tenants.
B. The dwellings are inhabited and in pristine condition.
C. The city is slightly damaged with no apparent habitation.

 John Carter: My Advent on Mars
 Reading Practice Passage

I opened my eyes upon a strange and weird landscape. I knew that I was
on Mars; not once did I question either my sanity or my wakefulness. I
was not asleep, no need for pinching here; my inner consciousness told
me as plainly that I was upon Mars as your conscious mind tells you that
you are upon Earth. You do not question the fact; neither did I.
I found myself lying prone upon a bed of yellowish, moss-like vegetation
which stretched around me in all directions for interminable miles. I
seemed to be lying in a deep, circular basin, along the outer verge of
which I could distinguish the irregularities of low hills. WCPM 115

It was midday, the sun was shining full upon me and the heat of it was
rather intense upon my unclothed body, yet no greater than would have
been true under similar conditions on an Arizona desert. Here and there
were slight outcroppings of quartz-bearing rock which glistened in the
sunlight; and a little to my left, perhaps a hundred yards, appeared a
low, walled enclosure about four feet in height. No water, and no other
vegetation than the moss was in evidence, and as I was somewhat thirsty
I determined to do a little exploring. WCPM 212

Springing to my feet I received my first Martian surprise, for the effort,
which on Earth would have brought me standing upright, carried me into
the Martian air to the height of about three yards. I alighted softly
upon the ground, however, without appreciable shock or jar. Now commenced
a series of evolutions which even then seemed ludicrous in the
extreme. I found that I must learn to walk all over again, as the muscular
exertion which carried me easily and safely upon Earth played strange
antics with me upon Mars. WCPM 303

The terrain is similar to the Arizona Desert in what way?
A. The rocks are shimmering and covered with moss.
B. The terrain is arid and hot with no deciduous flora.
C. The land looks like Arizona with cacti and large rock outcroppings.