Fluency--the ability to smoothly and comfortably use elements of a language that are already known--is a key aspect of successful language learning. For a classroom activity to promote fluency development, ideally there should be intent to communicate a message, pressure to perform quickly, a great deal of input or output, and no unfamiliar language features (Nation 2009). This article provides overviews of two popular fluency activities, 4/3/2 (Maurice 1983) and repeated reading (RR), and contends that although these activities are beneficial for fluency development, they are limited in their communicative purpose. The article then introduces "repeated reading with retelling" (RRR), which combines elements of 4/3/2 and RR while addressing this limitation.