Directions: Review the following chart, which outlines fluency instruction in Grade 1 Modules 1 and 2. Note how the modules address teaching, practicing, and evaluating fluency.
Standard RF.1.4: 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.4
Lesson Text Student Learning Description of Fluency Instruction Module 1
7 Waiting for the Biblioburro, Monica Brown
Practice reading with accuracy and appropriate phrasing.
Teacher introduces a Fluency Anchor Chart with the elements of the Student Performance Checklist from the fluency handout and tells students they will focus on the first element: “Read easily without stumbling.”
Teacher models what it means to “read easily without stumbling.”
Teacher introduces fluency homework.
Class Choral Reads the fluency passage, focusing on reading without stumbling.
7–12 Waiting for the Biblioburro, Monica Brown
Practice and assess fluent reading.
Teacher introduces the fluency homework routine.
Students practice the fluency passage at home.
On the last day, students reflect on their progress.
9 Waiting for the Biblioburro, Monica Brown
Practice reading with appropriate phrasing and pausing.
Teacher displays the Fluency Anchor Chart and tells students they will focus on the next element: “Read with appropriate phrasing and pausing.”
Teacher models reading with appropriate phrasing and pausing.
Students annotate the fluency passage to indicate pausing and phrasing.
Students Choral Read and then Partner Read the fluency passage with appropriate phrasing and pausing.
10 Waiting for the Biblioburro, Monica Brown
Practice reading with expression.
Class Choral Reads the fluency passage with appropriate phrasing and pausing.
Teacher adds the third element, “Read with appropriate expression for the selection,” to the anchor chart.
Teacher reads the passage with and without expression;
students compare readings.
Students Choral Read and then Partner Read the passage with expression.
11 Waiting for the Biblioburro, Monica Brown
Practice reading at an appropriate rate.
Small groups read the fluency passage with expression.
Teacher displays the Fluency Anchor Chart and tells students they will focus on the next element: “Read at a good pace, not too fast and not too slow.”
Teacher models reading the passage too fast and then at an appropriate rate; students analyze the readings.
Students Choral Read the passage at an appropriate rate and then Partner Read the passage.
4 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 1
Lesson Text Student Learning Description of Fluency Instruction Module 1
12 Waiting for the Biblioburro, Monica Brown
Perform fluent reading. Students Choral Read the fluency passage at a good pace.
Students perform the passage first in small groups and then as individuals, demonstrating all elements of fluency.
Teacher listens and assesses students’ fluency.
Four students become silent actors as others read the passage.
Small groups perform for the rest of the class.
13–16 Museum ABC, The Metropolitan Museum of Art
Practice and assess fluent reading.
Students practice the fluency passage.
On the last day, students reflect on their progress.
17–22 That Book Woman,
Heather Henson Practice and assess fluent reading.
Students practice the fluency passage at home.
On the last day, students reflect on their progress.
23–27 Green Eggs and
Ham, Dr. Seuss Practice and assess
fluent reading. Students practice the fluency passage at home.
On the last day, students reflect on their progress.
25 Green Eggs and Ham, Dr. Seuss
Practice changing pitch and speed to indicate when different characters speak;
perform a Readers’
Theater with two characters.
Class Choral Reads to discern speakers in a book.
Pairs perform one of four sections of the story as a Readers’
Theater, fluently reading and distinguishing differences between two different characters.
One pair from each section performs for the class.
Students reflect on their Readers’ Theater experience.
28–32 “Museum AB-See!”, The Metropolitan Museum of Art
Practice and assess fluent reading.
Students practice the fluency passage at home.
On the last day, students reflect on their progress.
Module 2 2–4 “The Hare &
the Tortoise,”
“The Ants & the Grasshopper”
Practice and assess fluent reading.
Students choose between two new fluency passages.
Students practice their chosen fluency passage at home.
On the last day, students reflect on their progress.
4 “The Hare &
the Tortoise,”
“The Ants & the Grasshopper”
Practice fluent reading;
review elements of fluency.
Students Echo Read one of the passages and then Choral Read with a partner to practice elements of fluency.
Class celebrates improved fluency.
5–9 Seven Blind Mice,
Ed Young Practice and assess fluent reading.
Students practice the fluency passage at home.
On the last day, students reflect on their progress.
6 Seven Blind Mice, Ed Young
Practice reading with expression by changing voice.
Teacher reads a story in a monotone voice and then rereads with expression; students analyze the two readings.
Teacher explains why a reader’s voice might change while reading with expression.
Class Echo Reads the passage with expression.
In the Deep Dive, students discuss how punctuation supports reading with expression.
8 Seven Blind Mice,
Ed Young Practice for a Readers’
Theater.
Teacher reminds students to regulate their reading rate while practicing a Readers’ Theater script.
One group of students reads the passage aloud while other students whisper-read.
Small groups practice their Readers’ Theater scripts.
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Lesson Text Student Learning Description of Fluency Instruction Module 2
9 Seven Blind Mice,
Ed Young Perform a Readers’
Theater.
Teacher celebrates students’ hard work in preparation for the Readers’ Theater.
Teacher reiterates the importance of reading with expression and a strong voice.
Small groups take turns performing the Readers’ Theater with another group as the audience.
10–14 Me … Jane, Patrick
McDonnell Practice and assess fluent reading.
Students practice the fluency passage at home.
On the last day, students reflect on their progress.
12 Me … Jane, Patrick
McDonnell Practice reading with proper phrasing.
Class analyzes punctuation in the fluency passage.
Teacher explains that punctuation gives clues about how to read the passage.
Teacher models reading the passage, exaggerating pauses;
students follow along with their fingers.
Students Echo Read the passage.
13 Me … Jane, Patrick
McDonnell Practice reading with proper phrasing.
Teacher reminds students to consider how punctuation informs phrasing.
Teacher reads the fluency passage aloud while students whisper-read.
Students Echo Read and then Choral Read the passage, attending to punctuation.
15 Sea Horse: The Shyest Fish in the Sea, Chris
Butterworth
Practice reading with accuracy.
Teacher reminds students of how punctuation informs phrasing.
Teacher introduces concept of reading with accuracy.
Students identify challenging words in the passage.
Teacher reads challenging words; students repeat them.
Students whisper-read the passage as the teacher reads it aloud.
Students Echo Read the passage.
15–20 Sea Horse: The Shyest Fish in the Sea, Chris
Butterworth
Practice and assess fluent reading.
Students practice the fluency passage at home.
On the last day, students reflect on their progress.
20 Sea Horse: The Shyest Fish in the Sea, Chris
Butterworth
Perform fluent reading with focus on accuracy.
Teacher celebrates students’ hard work and practice.
Teacher emphasizes the importance of reading with accuracy.
Pairs perform the fluency passage.
21 What Do You Do with a Tail Like This?, Steve Jenkins and Robin Page
Practice and assess fluent reading.
Teacher assigns new fluency passages, differentiating for striving and grade-level readers.
Students practice their fluency passage at home.
24 What Do You Do with a Tail Like This?, Steve Jenkins and Robin Page
Perform fluent reading with focus on rate.
Teacher reminds students to read with accuracy and then reviews reading at an appropriate rate.
In small groups, students Echo Read their assigned passages at an appropriate rate.
Focus on Fluency • Fluency Resource Packet • Grade 1
Lesson Text Student Learning Description of Fluency Instruction Module 2
25 What Do You Do with a Tail Like This?, Steve Jenkins and Robin Page
Perform fluent reading with focus on rate.
Teacher celebrates students’ hard work and practice with reading rate.
Pairs take turns reading their passages and providing feedback on their partner’s rate.
27 Never Smile at a Monkey, Steve Jenkins
Practice and assess fluent reading.
Students practice the fluency passage at home.
30 Never Smile at a Monkey, Steve Jenkins
Practice reading with expression.
Teacher emphasizes the importance of reading at an appropriate rate and explains daily learning goal.
Partners discuss how a fluent reading can convey emotions.
Teacher models reading with expression.
Students Echo Read the passage.
31 Never Smile at a Monkey, Steve Jenkins
Practice reading with expression.
Teacher reminds students of their focus on reading with expression.
Students Echo Read as teacher reads with expression.
Students Choral Read the passage.
32 Never Smile at a Monkey, Steve Jenkins
Perform a fluent reading.
Teacher celebrates students’ fluency work and successes.
Pairs take turns performing the passage.
33 Student-selected familiar fluency passage
Practice fluent reading.
Students select one of the fluency passages from the module to perform for an audience.
Class reviews fluency elements (accuracy, phrasing, expression, rate, performance, and volume).
Students whisper-read their chosen fluency passage.
34 Student-selected familiar fluency passage
Practice fluent reading.
Students practice their chosen passage; teacher circulates to coach and support.
35 Student-selected familiar fluency passage
Practice reading with appropriate volume.
Students practice their chosen passage with a partner, attending to volume.
36 Student-selected familiar fluency passage
Perform a fluent reading for an audience.
Students practice one more time before performing.
Students perform their chosen passages for an audience.
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