Lesson Title: Fluency

Subject: 3rd grade English Language Arts

State Standard: CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.3.4.B

Read grade-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.

Learning Objective(s): Students will be able to:

1. read with expression
2. be able to comprehend why fluency and speed reading are both important in
reading
Essential Questions or problem(s): Why is it important to read with expression
and fluency?
Activities/Procedures:
What will you and the students be doing during this lesson?
Introduction/Assessment of previous knowledge:
The teacher will introduce the lesson by talking abnormally (really fast,
slow, running sentences together etc) in order to interest the students. This is
where she will also engage the class by asking questions on speed reading
and phrasing groups of words together while reading to activate prior
knowledge. *Blooms taxonomy: What differences exist between speed
reading and fluency? Can you tell why fluency is important?
After certain question the teacher will ask students to show on fingers 1-5 on
how much previous knowledge they have, how well they understand why
they are learning about fluency/expression
Explain to the students why both speed reading and fluency are important.
Lesson
The teacher will show a visual of a poem/prose of a text on the 3rd grade
level.
The teacher will explain what fluency is (remember how it relates back to
the EQ)
The teacher will hand out copies of the poem to ELSs and resource.-ask for
student helper.

 The teacher will demonstrate on the board grouping together words.

The teacher will model how to read the poem/prose without expression or
fluency.
The teacher will ask the class how the reading sounded.
The teacher will model how to effectively use expression and fluency.
The teacher will ask if they could tell a difference. Blooms Taxonomy:
What was the problem with not using expression or fluency while
reading? What do you think about reading with expression and fluency?
Guided Practice
The teacher will pair the students up and give them 5 minutes to practice
reading the poem without fluency and then again with fluency.
The teacher will ask for 2 volunteers to demonstrate reading without
fluency and expression and then again with fluency and expression.
The teacher will ask again ( Blooms Taxonomy) What do you think
about reading with expression and fluency? and give the students 2
minutes to talk about why fluency is important and how different speed
reading and reading with fluency sounds.
Assessment
Students will have the opportunity to choose a voice from the voice box.
Teacher will have 2 volunteers to model using the voices from the voice
box.
The two students will take the microphone and use their new voice to
read the poem/prose with accurate expression and fluency.
Students will be given one minute to read the poem aloud with their certain
voice
The teacher will walk around listening to the students reading the poem in
their voices.
The teacher will quiet the class and ask What would happen if you did
not use fluency while reading? Would this information about how to
read with fluency and expression be useful if you had to read in front of
a bunch of people?
hand out post it notes.-classroom helper
Ticket out the door!
The teacher will write the EQ on the whiteboard
The teacher will hand out post it notes to each student
Teacher will ask blooms questions to get students thinking.

 The student must answer EQ in a sentence on their post it note

The students must put their post it note on the board as a ticket out the
door before they move on to next lesson/project/class.
The student will choose where to place their post it note depending on how
well they think they understand why it is important to read with expression
and fluency?
Accommodations:
How will students individual differences in rates of learning, styles of learning,
interests, and needs be accommodated?
Include activities for the auditory, visual, and kinesthetic learner. Include how
accommodations will be made for resource, ESL, and/or gifted students.
Resource: The students could be placed next to a GT or an advanced reader in
order to get help with the lesson.
Kinesthetic: The students will practice fluent reading with drawing voices from the
voice box and using a microphone to read the poem.
Auditory: The students will hear the poem/prose being read aloud while teacher is
modeling how to read fluently.
Visual: The students will see the grouping of the words in the poem/prose
ESL: The students could have a print out of the poem in order to follow along
while the teacher is modeling fluent reading.
Gifted: The students could be asked to be the model for reading with fluency.
How will other areas of the curriculum be integrated?
The poem/prose could be incorporated with Social Studies or Science by choosing
a poem/prose in that certain area.
Closure:
Ticket out the door!
The teacher will write the EQ on the whiteboard
The teacher will hand out post it notes to each student
Teacher will ask Blooms questions to get students thinking.- What would
happen if you did not use fluency while reading? Would this

information about how to read with fluency and expression be useful if

you had to read in front of a bunch of people?
The student must answer EQ in a sentence on their post it note
The students must put their post it note on the board as a ticket out the
door before they move on to next lesson/project/class.
Materials: What resources/materials will be needed during this lesson?

A poem or prose on a whiteboard, smartboard, big poster board

Handouts of the poem/prose for resource and ESL
A microphone
A voice box with different voices written on pieces of paper in it.
Post it notes

Questioning: Develop questions on various levels of the Blooms Taxonomy.

Identify the level that corresponds to each question.
Knowledge
Can you tell why fluency is important?
What differences exist between speed reading and fluency?

 Would this information about how to read with fluency and expression be
useful if you had to read in front of a bunch of people?
What was the problem with not using expression or fluency while reading?
What would happen if you did not use fluency while reading?
What do you think about reading with expression and fluency?
Assessment: How will you know that the students met the objectives (s) of the
lesson? How will assessments accommodate the differences in the students?
Students will have the opportunity to choose a voice from the voice box.
Teacher will have 2 volunteers to model using the voices from the voice
box.
The two students will take the microphone and use their new voice to
read the poem/prose with accurate expression and fluency.
The teacher will allow the students to individually read aloud the poem in
their voices.
Students will be given one minute to read the poem aloud with their certain
voice
The teacher will walk around listening to the students reading the poem in
their voices.
The teacher will quiet the class and hand out post it notes.
Ticket out the door!
The teacher will write the EQ on the whiteboard
The teacher will hand out post it notes to each student
Teacher will ask blooms questions to get students thinking.
The student must answer EQ in a sentence on their post it note
The students must put their post it note on the board as a ticket out the
door before they move on to next lesson/project/class.
The student will choose where to place their post it note depending on how
well they think they understand why it is important to read with expression
and fluency?