Dot a dot dot dot a dot dot Spotting the windowpane.
Spack a spack speck flick a flack fleck Freckling the windowpane.
A spatter a scatter a wet cat a clatter A splatter a rumble outside.
Umbrella umbrella umbrella umbrella Bumbershoot barrel of rain.
Slosh a galosh slosh a galosh Slither and slather a glide
A puddle a jump a puddle a jump A puddle a jump puddle splosh A juddle a pump a luddle a dump A pudmuddle jump in and slide!9
8 This text is used for fluency instruction and practice in Grade 2 Module 1 Lessons 1–3.
9 Merriam, Eve. “Weather.” Poets.org, Academy of American Poets, 1966. https://www.poets.org/poetsorg/poem/weather. Accessed 10 Apr. 2016.
“Weather” From CATCH A LITTLE RHYME by Eve Merriam. Copyright © 1966 Eve Merriam. Copyright Renewed 1994. All Rights Renewed and Reserved.
Used by permission of Marian Reiner.
Grade 3 Modules 1 and 2 Fluency Instruction
Directions:Review the following chart, which outlines fluency instruction in Grade 3 Modules 1 and 2. Note how the modules address teaching, practicing, and evaluating fluency.
Standard RF.3.4:Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.10
Lesson Text Student Learning Description of Fluency Instruction Module 1
1 “The Sea Wind,”
Sara Teasdale Identify elements of fluent reading.
Teacher models a fluent reading of the poem.
Class creates an anchor chart with the elements of fluency.
4 Amos & Boris,
William Steig Practice reading
fluently and accurately. Teacher models a fluent reading of the passage.
Students Echo Read challenging vocabulary with accuracy.
Pairs practice fluent reading and provide feedback by using the Praise, Question, Suggestion protocol.
4–8 Amos & Boris,
William Steig Practice and assess fluent reading.
Students practice the fluency passage at home.
On the last day, students reflect on their progress.
5 Amos & Boris,
William Steig Practice reading with proper phrasing.
Class analyzes reading with and without appropriate phrasing.
Pairs practice reading the passage with appropriate phrasing.
6 Amos & Boris,
William Steig Practice reading with expression.
Class analyzes reading with and without expression.
Pairs practice reading the passage with expression and provide feedback by using the Praise, Question, Suggestion protocol.
7 Amos & Boris,
William Steig Practice reading audibly at an appropriate rate.
Class analyzes reading inaudibly versus audibly and at an inappropriate versus appropriate rate.
Pairs practice reading the passage audibly at an appropriate rate and provide feedback by using the Praise, Question, Suggestion protocol.
8 Amos & Boris, William Steig
Perform fluent reading. Pairs take turns performing a fluent reading of the passage.
Students provide feedback by using the Praise, Question, Suggestion protocol.
10–12 Ocean Sunlight:
How Tiny Plants Feed the Seas, Molly Bang and Penny Chisholm
Practice and assess
fluent reading. Optional:
Students Echo Read the fluency passage, reviewing challenging words.
Students practice the fluency passage at home.
On the last day, students reflect on their progress.
10 Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, © Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
National Governors Association Center for Best Practices, Council of Chief State School Officers (NGA Center, CCSSO). 2010. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington, DC: NGA Center, CCSSO, p. 16.
Focus on Fluency • Fluency Resource Packet • Grade 3
Lesson Text Student Learning Description of Fluency Instruction Module 1
12 Ocean Sunlight:
How Tiny Plants Feed the Seas, Molly Bang and Penny Chisholm
Listen to fluent reading to support comprehension.
Teacher models fluent reading, pausing to ask text-dependent questions (TDQs) about key details in the text.
13 The Fantastic Undersea Life of Jacques Cousteau, Dan Yaccarino
Listen to and track fluent reading to support comprehension.
Teacher models fluent reading; students follow along.
13–17 The Fantastic Undersea Life of Jacques Cousteau, Dan Yaccarino
Practice and assess fluent reading.
Students practice the fluency passage at home.
On the last day, students reflect on their progress.
15 Jacques Cousteau quotations from The Fantastic Undersea Life of Jacques Cousteau, Dan Yaccarino
Practice fluent reading with support.
Students read quotations, asking for support as needed to decode unfamiliar words.
Pairs practice reading quotations and provide feedback on fluency.
19–21 Shark Attack!, Cathy East Dubowski
Listen to and track fluent reading; reread key text to support comprehension.
Teacher models fluent reading; students follow along.
Pairs reread key text; ask and answer questions about the text, identify main ideas and details, or analyze text features.
19–23 Shark Attack!, Cathy East Dubowski
Practice and assess fluent reading.
Students practice the fluency passage at home.
On the last day, students reflect on their progress.
24–28 Giant Squid:
Searching for a Sea Monster, Mary M. Cerullo and Clyde F. E.
Roper
Practice and assess fluent reading.
Teacher reviews elements of fluent reading.
Students Echo Read the fluency passage in preparation for performance.
Students practice the fluency passage at home.
In class, pairs practice reading and provide feedback by using the Praise, Question, Suggestion protocol.
24–25 Giant Squid:
Searching for a Sea Monster, Mary M.
Cerullo and Clyde F. E. Roper
Listen to and track fluent reading; reread key text to support comprehension.
Teacher models fluent reading; students follow along.
Pairs reread key text to identify main ideas and details.
28 Giant Squid:
Searching for a Sea Monster, Mary M.
Cerullo and Clyde F. E. Roper
Perform and assess fluent reading.
Students perform the fluency passage for another class.
Students reflect on and set fluency goals.
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WIT & WISDOM®
Lesson Text Student Learning Description of Fluency Instruction Module 2
2 “Galileo’s Starry Night,” Kelly Terwilliger
Listen to and track fluent reading; reread key text to support comprehension.
Teacher models fluent reading; students follow along.
Small groups reread key text to determine key events.
2–6 “Galileo’s Starry Night,” Kelly Terwilliger
Practice and assess fluent reading.
Students practice the fluency passage at home.
On the last day, students reflect on their progress.
3–4 Starry Messenger,
Peter Sís Listen to and track fluent reading; reread key text to support comprehension.
Teacher models fluent reading; students follow along.
Small groups reread text to determine key events.
7–11 Starry Messenger,
Peter Sís Practice and assess fluent reading.
Students practice the fluency passage at home.
On the last day, students reflect on their progress.
13–15, 17 Moonshot, Brian Floca
Listen to and track fluent reading; reread key text to support comprehension.
Teacher models fluent reading; students follow along.
Small groups reread text to determine key events, analyze illustrations, and note similarities and differences in the text’s description of the moon.
13–17, 23
Moonshot, Brian Floca
Practice and assess fluent reading.
Students practice the fluency passage at home.
On the last day, students reflect on their progress.
18 “Cronkite Anchors First Moon Walk,”
CBS
Observe and analyze speaker’s delivery for language and expression.
Students watch video of news broadcaster describing moon landing.
Class analyzes use of newscaster’s language and expression to understand point of view.
19–21 One Giant Leap,
Robert Burleigh Listen to and track fluent reading; reread key text to support comprehension.
Teacher models fluent reading; students follow along.
Pairs reread text to understand key vocabulary, sequence of events, and figurative language.
19–21 One Giant Leap,
Robert Burleigh Practice and assess fluent reading.
Students practice the fluency passage at home.
On the last day, students reflect on their progress.
23–24 “We Choose the Moon,” John F.
Kennedy
Observe a speaker’s delivery; practice fluent reading with support; perform fluent reading.
Students watch video of John F. Kennedy’s speech about the goal of the moon landing.
Students Echo Read the speech with a focus on appropriate phrasing.
Teacher reviews key vocabulary.
Small groups practice and perform the speech as a Readers’
Theater.
27–31 Zathura, Chris Van
Allsburg Practice and assess fluent reading.
Students practice the fluency passage at home.
On the last day, students reflect on their progress.
30–31 “Pegasus and Perseus” and
“Pegasus and Bellerophon”
Listen to and track fluent reading; reread key text to support comprehension.
Teacher models fluent reading; students follow along.
Pairs reread texts to analyze similarities and differences.
Focus on Fluency • Fluency Resource Packet • Grade 3