The author is responsible for teaching reading classes and overseeing the reading curriculum at an intensive English program in the United States. The institution strives to make reading fluency a priority in the classroom, but after conducting a basic overview of the literature on the topic, the author realized that the approach could be improved through simple modifications. Specifically, the literature mentions that fluency activities ought to be easy (Anderson 2013; Millett 2008; Nation 2009)--that is, grammatical structures should be understandable, and there should be no unknown vocabulary. However, the fluency materials used at the institution were not necessarily easy. Because the institution spent money on and developed some of these materials, which were already embedded into the curriculum, the author decided that modifying the use of these materials would be the best option. In this article, the author presents an activity can be an effective way to begin most reading classes. The author uses it to start two of four weekly classes. After the activity, the author likes to review student progress and give praise to students as they progress. Because students set goals and record their progress, they become self-aware of and motivated by their progress. The author has noticed that this activity helps students become more fluent readers, and has noticed that students feel that this activity is a good use of time. Another benefit of this activity is that students receive regular opportunities for reading practice.