This study examined how purposely exposing students to types of "tagging" opportunities for metacognitive reading skills strengthened cognitive reading fluency, or the fluidity and awareness of thinking, applying, and reflecting on their critical reading skills. Additionally, another purpose was to uncover if becoming metacognitively aware of these moments increased reading motivation. The study found that purposely exposing students to a variety of tagging options for metacognitive reading skills did have a positive impact on their motivation to read and for increasing cognitive reading fluency. The more students tagged and "criss-crossed" their experiences, the more cognitively fluent the students appeared as they used these responses more freely and authentically to build a literacy conversation.