Focus on Fluency Fluency Resource Packet. Professional Development

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Focus on Fluency

Fluency Resource Packet

Professional Development

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Focus on Fluency • Fluency Resource Packet

Kindergarten Modules 1 and 2 Fluency Instruction

Directions:Review the following chart, which outlines fluency instruction in Kindergarten Modules 1 and 2. Note how the modules address teaching, practicing, and evaluating fluency.

Standard RF.K.4: Read emergent-reader texts with purpose and understanding.¹

Lesson Text Student Learning Description of Fluency Instruction Module 1

1 My Five Senses,

Margaret Miller Practice fluent reading with support.

Teacher models fluently reading the text.

Students Echo Read the text multiple times, practicing the gestures in the pictures.

Teacher reads aloud sentences about the five senses, modeling clear, audible reading.

Class Choral Reads the sentences several times.

6 My Five Senses,

Aliki Practice fluent reading with support.

Teacher explains the value of reading aloud.

Teacher models fluently reading repeated language in the text.

Students Echo Read the text multiple times.

7 My Five Senses,

Aliki Practice reading with expression.

Class analyzes the function of exclamation marks in the text.

Students Echo Read the text, focusing on expression.

8 My Five Senses,

Students Echo Read the text and use movements to emphasize body parts.

9 My Five Senses,

Students practice reading repeated language from the text.

Class Choral Reads the text and uses movements to emphasize body parts.

10 My Five Senses,

Aliki Practice fluent reading with support.

Class Choral Reads the text with or without teacher support.

11 “Wheels on the

Bus” Practice reading with proper phrasing and pausing.

Teacher models fluent reading, attending to punctuation.

Students Echo Read the song multiple times, practicing punctuation and pausing.

12 “Wheels on the

Bus” Practice reading

with pausing and expression.

Teacher models fluent reading with appropriate pausing and gestures.

Students Echo Read the song twice, adding hand motions.

13 “Wheels on the Bus”

Practice fluent reading with support.

Teacher models fluent reading.

Students Echo Read the song twice.

14 “Wheels on the Bus”

Students Echo Read the song twice.

1 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.

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Focus on Fluency • Fluency Resource Packet • Kindergarten

15 “Wheels on the

Bus” Perform fluent reading with support.

Students perform an expressive Choral Read of the song as a class by using hand movements.

16 “Wheels on the

Bus” Perform fluent reading with support.

For a wider audience, students perform an expressive Choral Read of the song as a class by using hand movements.

17 Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault

Students Echo Read repeated language from the text.

Practice reading with expression.

Class analyzes the function of exclamation and question marks in the text.

Practice reading with expression and appropriate volume.

Class analyzes varying volume during reading.

Students Echo Read the text, focusing on appropriate volume.

Practice reading with expression and appropriate volume.

Class Choral Reads the text, focusing on expression and appropriate volume.

Students Echo Read the text and use hand signals with repeated language.

Perform fluent reading with support.

Class performs the text, each acting out a different letter.

Students chime in with repeated language when they hear it.

23 Rap a Tap Tap, Leo and Diane Dillon

Practice reading with proper phrasing and pausing.

Teacher models fluent reading with pausing.

Students Echo Read repeated language from the text.

Students analyze the function of exclamation marks in the text.

Practice reading with proper phrasing and pausing.

Class analyzes the function of dashes in text.

Class Choral Reads the text.

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Class Choral Reads the text.

Class Choral Reads the text, adding gestures.

Practice for fluency performance.

Small groups practice Choral Reading in preparation for performance.

Practice for fluency performance.

Small groups practice Choral Reading in preparation for performance.

Perform fluent reading with support.

Small groups perform Choral Reading, incorporating dance or movements.

Module 2 2 Farm Animals,

Wade Cooper Understand the meaning of and practice reading in a strong, clear voice.

Teacher reads a rhyming section of the text at various inappropriate volumes and tones.

Class analyzes volume and tone.

Teacher reinforces the importance of reading and speaking in a strong, clear voice.

Teacher models reading the text in a strong, clear voice.

Students Echo Read the rhyme multiple times with various volumes; teacher records.

Students analyze recordings to determine the strongest voice.

3 Farm Animals, Wade Cooper

Understand and practice reading in a strong, clear voice.

Teacher reviews what it means to read in a strong, clear voice.

Small groups practice and record performance.

Class analyzes each recording for use of strong voice.

4 Farm Animals,

Wade Cooper Understand and practice reading in a strong, clear voice.

Small groups Echo Read the text while the rest of class assesses for use of strong voice.

5 Farm Animals,

Wade Cooper Practice reading in a strong, clear voice.

Small groups practice a Choral Read of the text in a strong, clear voice.

6 Farm Animals, Wade Cooper

Perform fluent reading. Class Choral Reads the text.

Small groups perform; teacher records performance.

7 “The Seasons Song” Practice reading with rhythm and phrasing.

Teacher models fluent reading, attending to punctuation and rhythm.

Students Echo Read the song multiple times.

8 “The Seasons Song” Practice reading with rhythm and phrasing.

Teacher models fluent reading, adding new lines to the refrain.

Students read aloud song lyrics with a video.

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9 “The Seasons

Song” Practice reading with rhythm and phrasing.

Teacher models fluent reading, adding new lines to the refrain.

10 “The Seasons

Song” Practice reading with rhythm and phrasing.

11 “The Seasons Song”

Practice reading with pausing and expression.

Class analyzes the function of punctuation.

Students Echo Read the text, changing their voices to reflect punctuation and creating movements to represent punctuation marks.

12 “The Seasons

Song” Perform fluent reading, demonstrating a strong, clear voice and proper phrasing, pausing, and

expression.

Teacher reviews punctuation and how it affects reading.

Class Choral Reads the song.

Teacher plays back recording of performance.

Students evaluate their performance for strong voice and expression.

13 “Old MacDonald Had a Farm”

Students Echo Read first verse multiple times.

14 “Old MacDonald

Had a Farm” Practice fluent reading with support.

Teacher models fluent reading, adding a new verse.

Students Echo Read the new verse multiple times; then they read the entire song.

15 “Old MacDonald

Class Choral Reads the new verse; then reads the entire song.

16 “Old MacDonald

Students Echo Read the new verse.

Class Choral Reads the new verse; then reads the entire song.

17 “Old MacDonald

Had a Farm” Perform fluent reading with expression and gestures.

Class performs the song as a Choral Reading.

18 “Morning Is Come” Practice fluent reading with support.

Teacher reads the first line of poem modeling fluent reading.

Students Echo Read the line, incorporating gestures.

Teacher models fluent reading, adding a new line.

Students Echo Read the lines multiple times, incorporating gestures.

Teacher models fluent reading, adding a new line.

Students Echo Read the lines multiple times, incorporating gestures.

21 The Little Red Hen, Jerry Pinkney

Practice fluent reading dialogue with support.

Teacher reads aloud repeated character dialogue from the text.

Students Echo Read the dialogue.

Class Choral Reads repeated dialogue when they hear it read aloud.

Class analyzes the significance of the repeated dialogue.

Students act out the repeated dialogue with puppets.

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22 “Morning Is Come” Practice reading with proper phrasing and pausing.

Teacher models fluent reading with the entire poem, attending to punctuation.

Class analyzes the function of punctuation.

Students Echo Read the poem multiple times, focusing on phrasing and pausing.

Reflect on how phrasing and pausing impact fluent reading.

23 “Morning Is Come” Practice and perform fluent reading,

incorporating gestures.

Small groups practice the poem with gestures.

Each group Choral Reads the poem for the class.

25 The Three Billy Goats Gruff, Paul Galdone

Practice fluent reading with support,

incorporating gestures.

Teacher models fluent reading with repeated story lines.

Class analyzes word choice.

Students Echo Read repeated story lines with gestures.

Class Choral Reads the same lines with gestures.

Teacher models fluent reading, adding new dialogue.

Class analyzes word choice.

Class analyzes the author’s use of capitalization.

Teacher reviews how readers vary their volume.

Teacher models fluent reading, altering volume according to the text.

Students Echo Read the text multiple times, focusing on varying their volume.

Practice and perform fluent reading, focusing on varying volume.

Class Choral Reads text, with half the class reading the bridge’s line and half the class reading the troll’s line.

Groups switch roles and Choral Read the text again.

Class performs as a whole.

29 “Old MacDonald

Had a Farm” Practice for fluency performance.

Class rehearses a Choral Reading of the song in preparation for performance, focusing on strong voice and gestures.

30 “Old MacDonald

Small groups practice their assigned song stanza in preparation for performance, focusing on strong voice.

31 “Old MacDonald

Small groups practice their assigned song stanza in preparation for performance, focusing on strong voice.

32 “Old MacDonald Had a Farm”

Perform a fluent reading for a live audience.

Small groups take turns performing their assigned song stanzas for a live audience.

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Kindergarten Fluency Text: Excerpt from My Five Senses

²

I can see! I see with my eyes.

I can hear! I hear with my ears.

I can smell! I smell with my nose.

I can taste! I taste with my tongue.

I can touch! I touch with my fingers.³

2 This text is used for fluency instruction and practice in Kindergarten Module 1 Lessons 6–10.

3 Aliki. My Five Senses. Harper Collins, 1989, pp. 4–13.

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Grade 1 Modules 1 and 2 Fluency Instruction

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

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.

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.

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.

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.

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Focus on Fluency • Fluency Resource Packet • Grade 1

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

Students practice the fluency passage.

17–22 That Book Woman,

Heather Henson Practice and assess fluent reading.

23–27 Green Eggs and

Ham, Dr. Seuss Practice and assess

fluent reading. Students practice the fluency passage at home.

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

Module 2 2–4 “The Hare &

the Tortoise,”

“The Ants & the Grasshopper”

Students choose between two new fluency passages.

Students practice their chosen fluency passage at home.

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.

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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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.

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.

15–20 Sea Horse: The Shyest Fish in the Sea, Chris

Butterworth

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

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.

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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

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.

Teacher reminds students of their focus on reading with expression.

Students Echo Read as teacher reads with expression.

Students Choral Read the passage.

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.

Practice fluent reading.

Students practice their chosen passage; teacher circulates to coach and support.

Practice reading with appropriate volume.

Students practice their chosen passage with a partner, attending to volume.

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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Grade 1 Fluency Text: Excerpt from Waiting for the Biblioburro

⁵

“Someone should write a story about your burros,” Ana tells the librarian, rubbing Alfa’s nose and feeding more grass to Beto.

“Why don’t you?” he asks. Then he packs up the books, and is off.

“Enjoy!” he calls to the children. “I will be back.”⁶

5 This text is used for fluency instruction and practice in Grade 1 Module 1 Lessons 7–12.

6 Brown, Monica. Waiting for the Biblioburro. Random House, 2011, p. 19.

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Grade 2 Modules 1 and 2 Fluency Instruction

Directions:Review the following chart, which outlines fluency instruction in Grade 2 Modules 1 and 2. Note how the modules address teaching, practicing, and evaluating fluency.

Standard RF.2.4:Read with sufficient accuracy and fluency to support comprehension.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.⁷ Lesson Text Student Learning Description of Fluency Instruction

Module 1 1 “Weather,”

Eve Merriam

Practice reading with accuracy and with appropriate phrasing.

Teacher models a fluent reading of the poem.

Students Choral Read the poem.

Teacher introduces a Fluency Anchor Chart and explains elements of accuracy and phrasing.

1–3 “Weather,”

Eve Merriam Practice and assess fluent reading.

Teacher introduces the fluency homework routine and provides a take-home letter to families.

Students choose or are assigned one of two fluency passages.

2 “Weather,”

Eve Merriam Practice reading with expression and at an appropriate rate.

Teacher introduces elements of rate and expression, adding them to the Fluency Anchor Chart.

Student volunteers model reading too slowly, too quickly, and at a just-right rate.

Teacher models reading with and without expression.

Pairs practice reading the poem with expression and at an appropriate rate.

3 “Weather,”

Eve Merriam

Practice, perform, and assess reading with appropriate articulation and volume.

Teacher leads a Choral Read of the Fluency Anchor Chart and then models and explains the importance of articulation and volume.

Small groups discuss and underline words in the poem that merit emphasis and practice reading with emphasis.

Small groups perform the poems.

Students reflect on their performance.

4 How Do You Know It’s Fall?,

Lisa Herrington

Listen to a fluent reading.

Teacher models fluent reading, reminding students to listen for elements of fluent reading.

4–8 How Do You Know It’s Fall?,

Lisa Herrington

Students choose or are assigned a fluency passage.

10–14 The Little Yellow Leaf, Carin Berger

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11 The Little Yellow

Leaf, Carin Berger Rehearse and perform

a fluent reading. Students take turns reading the beginning and ending of the fluency passage.

Teacher reviews the Readers’ Theater script.

Small groups rehearse the scene.

One or two groups perform the Readers’ Theater.

12 The Little Yellow

Leaf, Carin Berger Practice fluent reading. Students work with partners to read beginning and ending fluency passages.

15–19 A Color of His

Own, Leo Lionni Practice and assess fluent reading.

17 A Color of His

Own, Leo Lionni Practice fluent reading Partners take turns reading the beginning and ending fluency passages from the homework.

20–24 Why Do Leaves Change Color?, Betsy Maestro

Students underline challenging words and practice pronunciations.

21 Why Do Leaves Change Color?, Betsy Maestro

Practice fluent reading, emphasizing key terms.

Teacher divides students into fluency groups according to their homework passage.

Small groups identify key terms in their passage.

Small groups practice reading their passage, emphasizing the key terms.

Students whisper-read the fluency passage as the teacher reads it aloud.

Practice fluent reading, emphasizing key terms.

Students investigate the essential meaning of the text by looking for key terms, phrases, or a sentence that contributes to this meaning.

Fluency groups Choral Read their passage for the class, emphasizing language that relates to the text’s essential meaning.

Apply fluency skills to practice reading a new passage.

Teacher posts all fluency passages and the Fluency Anchor Chart.

Students select and practice a different fluency passage with a partner.

Teacher celebrates students’ fluency growth.

24 Student-written paragraph

Fluently read one’s own writing.

In small groups, students practice fluently reading their own paragraph.

25–29 Sky Tree, Thomas

Locker Practice and assess fluent reading.

Teacher assigns new fluency passage.

Students underline challenging words and practice pronunciations.

27 Sky Tree, Thomas Locker

Practice fluent reading;

apply new understanding to improve fluency.

Small groups practice reading fluency passages, adding new understandings about the text to inform fluency.

31 Student-selected passage

Practice fluent reading. Students choose and practice their favorite fluency passage from the module at home.

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2–5 “Buffalo Dusk,”

Carl Sandburg Practice and assess

fluent reading. Students choose or are assigned a fluency passage.

3 “Buffalo Dusk,”

Carl Sandburg Listen to a fluent reading to understand the importance of phrasing.

Students share what they have learned about fluent reading.

Teacher emphasizes the importance of phrasing and models fluent reading with proper phrasing.

5 “Buffalo Dusk,”

Carl Sandburg Practice reading with appropriate pace and expression.

Teacher reviews reading at an appropriate pace and with expression.

Pairs take turns reading the poem aloud and then Choral Read as a whole group, practicing proper pace and expression.

Students assess their own pace and expression.

6–9 The Buffalo Are Back, Jean Craighead George

8 The Buffalo Are Back, Jean Craighead George

Analyze inflection in reading; practice reading with inflection.

Teacher introduces varying inflection and adds it to the Fluency Anchor Chart.

Teacher models fluent reading of the homework passage, stressing the underlined word.

Students analyze which words receive inflection and its effects.

Teacher explains that good speakers use their voices to communicate the emotion behind words in a text.

Students practice using their voices to express their thoughts and ideas about text details and topics.

9 The Buffalo Are Back, Jean Craighead George

Practice reading with inflection.

Pairs rehearse their assigned fluency passage, varying their inflection.

Students annotate their fluency passage to indicate inflection.

Pairs practice fluency passage with varied inflection.

11–14 Journey of a Pioneer, Patricia Murphy

16–17 Readers’ Theater script, adapted from The Legend of the Bluebonnet, Tomie dePaola

Practice reading in preparation for a Readers’ Theater.

Teacher assigns Readers’ Theater parts, reviews directions, and identifies challenging words.

Students practice their Readers’ Theater parts at home.

18 Readers’ Theater script, adapted from The Legend of the Bluebonnet, Tomie dePaola

Perform a fluent reading in a Readers’

Theater.

Teacher divides students into groups based on their assigned parts.

Students rehearse for Readers’ Theater.

Half of the class performs Part 1 of the Readers’ Theater; half of the class performs Part 2.

Scaffold: Teacher supports students in reading with varying inflection.

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20–23 The Story of Johnny Appleseed, Aliki

Practice and assess

fluent reading. Students choose or are assigned a fluency passage.

24 Student-created Johnny Appleseed digital books

Practice fluent reading. Students practice fluently reading their Johnny Appleseed digital books.

25 Student-selected

fluency passage Practice fluent reading. Students select a favorite fluency passage from this module.

If they have available technology, students record their reading and send it to a friend or grandparent to enjoy.

26–30 John Henry: An American Legend, Ezra Jack Keats

31–32 Student-selected

fluency passage Practice fluent reading. Students select a passage from a book of their choice.

Students practice reading the fluency passage at home.

33–34 Student-selected

fluency passage Practice and perform fluent reading.

Students select a favorite fluency passage from this module.

Students perform the fluency passage for a family member at home.

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Grade 2 Fluency Text: “Weather”

⁸

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

9 Merriam, Eve. “Weather.” Poets.org, Academy of American Poets, 1966. https://www.poets.org/poetsorg/poem/weather. Accessed 10 Apr. 2016.

Used by permission of Marian Reiner.

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Grade 3 Modules 1 and 2 Fluency Instruction

Standard RF.3.4:Read with sufficient accuracy and fluency to support comprehension.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.¹⁰

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.

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.

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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

15 Jacques Cousteau quotations from The Fantastic Undersea Life of Jacques Cousteau, Dan Yaccarino

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.

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

24–28 Giant Squid:

Searching for a Sea Monster, Mary M. Cerullo and Clyde F. E.

Roper

Teacher reviews elements of fluent reading.

Students Echo Read the fluency passage in preparation for performance.

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

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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2 “Galileo’s Starry Night,” Kelly Terwilliger

Small groups reread key text to determine key events.

2–6 “Galileo’s Starry Night,” Kelly Terwilliger

3–4 Starry Messenger,

Peter Sís Listen to and track fluent reading; reread key text to support comprehension.

Small groups reread text to determine key events.

7–11 Starry Messenger,

Peter Sís Practice and assess fluent reading.

13–15, 17 Moonshot, Brian Floca

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

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.

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.

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.

30–31 “Pegasus and Perseus” and

“Pegasus and Bellerophon”

Pairs reread texts to analyze similarities and differences.

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Grade 3 Fluency Text: Excerpt from Amos & Boris

¹¹

One night, in a phosphorescent sea, he marveled at the sight of some whales spouting luminous water; and later, lying on the deck of his boat gazing at the immense, starry sky, the tiny mouse Amos, a little speck of a living thing in the vast living universe, felt thoroughly akin to it all. Overwhelmed by the beauty and mystery of everything, he rolled over and over and right off the deck of his boat and into the sea.¹²

12 Steig, William. Amos & Boris. Square Fish, 2009, p. 9.

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Grade 4 Modules 1 and 2 Fluency Instruction

Standard RF.4.4: Read with sufficient accuracy and fluency to support comprehension.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.¹³

2–5 Quotations about the literal and figurative heart

Students practice fluently reading the quotations at home.

In class, pairs practice reading and assess partner’s fluency.

4 Quotations about the literal and figurative heart

Listen to and analyze a fluent reading.

Teacher models reading the quotations with appropriate phrasing and expression.

Students discuss oral interpretation choices.

7–8 The Circulatory Story, Mary Corcoran

Listen to and track a fluent reading to support comprehension.

Teacher reads aloud a new core text.

Students follow along to notice and wonder.

8 The Circulatory Story, Mary Corcoran

Practice reading with appropriate expression.

Pairs practice reading dialogue, focusing on appropriate expression.

One pair performs the dialogue for the whole group.

Teacher models fluent reading of the passage.

Scaffold: A small group of striving readers whisper-reads key text to support fluency and comprehension.

In class, pairs practice reading the fluency passage and assess their partner’s fluency.

Students follow along, focusing on new information.

14 Shared writing about figurative language in The Circulatory Story

Practice fluent reading. Class Choral Reads a collaboratively written introduction.

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Practice fluent reading. Class Choral Reads key text multiple times, focusing on expression.

Students analyze the purpose of the text and determine main idea.

Students follow along, focusing on essential ideas.

18 “The Red Wheelbarrow,”

William Carlos Williams

Teacher reads aloud the poem multiple times.

Students follow along to notice and wonder, sketch images, and analyze structure.

18–22 “Stopping by Woods on a Snowy Evening,” Robert Frost

Teacher models fluent reading of the poem.

19 Love That Dog,

Sharon Creech Listen to and track a fluent reading to support comprehension.

Teacher reads aloud a passage from the text.

21 “dog,” Valerie

Worth Practice fluent reading. Pairs practice reading the poem.

Class Choral Reads the poem multiple times, focusing on phrasing.

Students analyze how punctuation shapes phrasing.

21 Love That Dog, Sharon Creech;

“The Tiger,”

William Blake

Practice fluent reading. Scaffold: A small group of striving readers whisper-reads key text to support fluency and comprehension.

22 “The Tiger,”

William Blake

Practice fluent reading. Pairs practice reading aloud the poem.

Students snap to mark the poem’s meter as the teacher reads it aloud.

22 “The Pasture,”

Robert Frost Practice fluent reading. Students Choral Read the poem multiple times.

Class analyzes the poem’s meter.

22 Love That Dog,

Teacher models reading aloud with expression.

Students follow along to notice and wonder about the character’s feelings.

23–30 Student-selected poetry

Practice, perform, and assess fluent reading.

Students perform the poem, first with a partner, then for the whole class.

Students assess their fluency performance.

24 “Street Music,”

Arnold Adoff Practice fluent reading. Pairs practice reading aloud the poem.

25 “Love That Boy,”

Walter Dean Myers

Practice fluent reading. Pairs practice reading aloud the poem.

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26 Love That Dog, Sharon Creech

Teacher models reading with expression.

Students follow along to notice and wonder about events.

27 Love That Dog,

Teacher models fluent reading of the text.

29 Love That Dog,

Sharon Creech Practice fluent reading. Students independently practice reading with expression.

Students perform a fluent reading for a partner.

Module 2 1–2 “All Summer in a

Day,” Ray Bradbury

1–5 “All Summer in a

Day,” Ray Bradbury Practice and assess fluent reading.

7–10 “Dust of Snow,”

Robert Frost

9 “Stopping by Woods on a Snowy Evening,” Robert Frost

Practice fluent reading. Pairs practice reading the poem, alternating stanzas.

11–14 Mountains, Seymour Simon

17 Hatchet, Gary

Paulsen Listen to and track a fluent reading to support comprehension.

18–22 Hatchet, Gary

Paulsen Practice and assess fluent reading.

In class, pairs practice the fluency passage and provide feedback by using a checklist.

19, 21–22,

27, 29

Hatchet, Gary

Scaffold: Striving readers listen to an audio recording of the text or read aloud with a small group.

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23, 25, 27, 33–34

Students’ own

survival stories Practice and perform fluent reading of one’s own writing.

In class and at home, students orally rehearse their own survival story.

In class, students discuss what makes a story engaging for listeners.

Students perform a reading of their survival story in an Author’s Chair celebration.

25–28 Hatchet, Gary Paulsen

28–29 Hatchet, Gary

Teacher reads aloud or plays an audio recording.

Students follow along with the recording, pausing to analyze character motivations and the plot.

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Grade 4 Fluency Text: Excerpt from The Circulatory Story

¹⁴

Arteries are big. All arteries have thick, elastic walls. These walls have three layers, each with lots of give so they can expand as blood passes through them. The artery you’re traveling in as you leave the left ventricle is called the aorta. It’s the biggest artery in the whole body. It’s an important one, too, because all blood travels through it before heading off to other places in the body.

As you travel through the aorta, you’ll notice that it forms an arch. Like subway tunnels, three blood vessels branch off the top of the arch. These three blood vessels are arteries that carry blood to the head, neck, and arms. The aorta continues on, however, carrying blood downward. The blood traveling through the aorta will eventually branch off to reach the rest of the body, including the lungs, kidneys, stomach, intestines, and legs.¹⁵

15 Corcoran, Mary K. The Circulatory Story. Charlesbridge, 2010, pp. 16–17.

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Focus on Fluency Fluency Resource Packet. Professional Development

Focus on Fluency

Fluency Resource Packet

Professional Development

Contents

Kindergarten Modules 1 and 2 Fluency Instruction

Kindergarten Fluency Text: Excerpt from My Five Senses

Grade 1 Modules 1 and 2 Fluency Instruction

Grade 1 Fluency Text: Excerpt from Waiting for the Biblioburro

Grade 2 Modules 1 and 2 Fluency Instruction

Grade 2 Fluency Text: “Weather”

Grade 3 Modules 1 and 2 Fluency Instruction

Grade 3 Fluency Text: Excerpt from Amos & Boris

Grade 4 Modules 1 and 2 Fluency Instruction

Grade 4 Fluency Text: Excerpt from The Circulatory Story