Fluency Reading Lesson Plans
American History (5 day Fluency Reading Lesson Plans)
Day: MONDAY, TUESDAY, WEDNESDAY, THURSDAY, and FRIDAY
Grade/Class/Subject: 5th Grade / (Teacher) / Reading
Unit/Theme: American History
Standards: 5th Grade
English Department: Reading
LA5.1A Students to use the reading process to integrate several comprehension strategies before, during, and after reading.
LA5.1A.1 Students use knowledge of synonyms, antonyms to develop fluency.
LA5.1A.2 Students comprehend grade-level-appropriate technical & subject-specific vocabulary to help build fluency.
LA5.1A.3 Students show understanding by retelling, summarizing, and paraphrasing central idea and accompanying details in the grade-level-appropriate reading text.
LA5.1A.4 Students make inferences, conclusions, or generalizations on text then back them with textual evidence & prior knowledge.
LA5.1A.5 Students comprehend cause and effect relationships.
LA5.1A.6 Students use such means as setting a purpose for reading & graphic organizers to make predictions, categorization, and analysis.
LA5.1B Students show comprehension of several literary texts.
LA5.1B.1 Students link characters, character traits, setting, & plot.
LA5.1B.2 Students identify with the text.
LA5.1B.3 Students identify descriptive language & imagery.
LA5.1B.4 Students read several literary genres e.g. poetry, fairy tales, fiction, historical fiction, fables, drama, folk tales, narratives from different cultures, myths, folk and legends).
LA5.1C Students show comprehension of informational text.
English Department: Speaking and Listening
LA5.3.3 Students shall ask relevant questions to establish aim or clarify meaning in their small groups
LA5.3.4 Students shall follow directions and give feedback.
LA5.3.5 Students shall read in audible voice their individual or colleagues’ texts fluently and expressively.
(Day 1)
Day: MONDAY (45 to 60 minutes)
Grade/Class/Subject: 5th Grade / (Teacher) / Reading
Unit/Theme: American History
Content Objective(s): American Revolution
Language Objective(s): Oral Language and Vocabulary
SIOP Features
Lesson Sequence:
• Monday’s Lesson will be longer because the children will have to read the story out loud whilst at the same time the teacher will head a discussion for entire class on oral language and vocabulary words given in the text.
1. Start lesson by making the whole class read the story out loud. Teacher shall head class reading. Each student to read out a single paragraph, as well as the teacher. This shall go on until story is over. Teacher shall help struggling readers.
2. When reading, the teacher shall halt frequently to pose questions to students about the author’s choice of word, definitions or particular words, alternate words, etc.
3. At the end of story, teacher shall read fluently some 10 sentences in the story as students pay attention.
4. Students shall be asked to randomly give the correct pronunciation of given words in the sentences they read.
Reflections:
1. At the end of group reading and pronunciation check, students shall be given a worksheet on reading and pronunciation. There shall be 10 questions and the students shall practice them individually. Students shall get points for correct pronunciation and fluency out of 10.
(Day 2)
Date: TUESDAY (45 to 60 minutes)
Grade/Class/Subject: 5th Grade / (Teacher) / Reading
Unit/Theme: American History
Content Objective(s): American Revolution
Language Objective(s): Word Patterns and Word Analysis
SIOP Features
Lesson Sequence:
• Students shall have much time to do group projects.
1. Teacher shall start lesson by reviewing Monday’s fluency reading. Teacher shall students read random sentences fluently paying attention to correct pronunciation.
2. Teacher shall then lead a class discussion on why reading with fluency and pronouncing correctly is important in the general comprehension of the piece of story.
Reflections:
1. Students shall form groups of 5 to 6 students. Individual groups shall be assigned five varied pages of text to read out aloud.
2. Every page shall be indicated with particular sentence lines where emphasis should be put. Students shall be allowed to repeat the sentences they fail to achieve fluency and correct pronunciation of words. Groups shall take home reading passages assignment for individual students due Wednesday morning. Students shall be awarded points individually and as a group for achieving fluency in their reading assignments (Latta & Chan, 2010.
(Day 3)
Day: WEDNESDAY (45 to 60 minutes)
Grade/Class/Subject: 5th Grade / (Teacher) / Reading
Unit/Theme: American History
Content Objective(s): American Revolution
Language Objective(s): Fluency
SIOP Features
Lesson Sequence:
• Students shall begin by re-reading the story in the assigned individually group passage.
1. Each student shall have to read their group’s passage with fluency in fast pace.
2. Teacher shall refrain from reading but help readers with pronunciation and fluency words.
3. Teacher shall make sure applaud students who achieve full fluency with incredible speed while encouraging those still having difficulty.
4. At the end of the reading, teacher shall explain the significance of reading accuracy together with self-correction.
Reflections:
1. Students shall paired with another student i.e fine reader and struggling reader
2. Individual student shall have a text relating to the American Revolution and directed to read in turns reading with the partner. The students shall give special attention to reading techniques of the other and help each other sound out difficult words plus correct any mispronunciations of words.
3. Teacher will go around the room observing and helping where necessary.
(Day 4)
Date: THURSDAY (45 to 60 minutes)
Grade/Class/Subject: 5th Grade / Mr. Davis / Reading
Unit/Theme: American History
Content Objective(s): American Revolution
Language Objective(s): Reading Comprehension
SIOP Features
Lesson Sequence:
1. The whole class shall begin by reading the story out loud led by teacher. Every student and teacher shall read one paragraph. The rotation of paragraphs shall go on until story is over. Teacher shall help out struggling readers.
2. Discussion of the text shall be on visualizing what is being read. (visualizations are pictures created in the mind to assist in understanding a story).
3. Teacher will pause occasionally to show students to read while raising their heads occasionally.
4. As such, students shall learn how to skim through several words ahead while reading to improve fluency.
Reflections:
1. Students will be given a worksheet on effective fluency in reading and pronunciation. Teacher will review sample questions to make sure students comprehend how to answer the questions appropriately. Student shall have the freedom to use their text books to answer the 10 fluency reading questions, but not to find answers to 10 pronunciation questions.
2. Worksheets shall be due Friday morning. Students shall be graded for correct answers out of 20.
(Day 5)
Date: FRIDAY (60 minutes)
Grade/Class/Subject: 5th Grade / (Teacher) / Reading
Unit/Theme: American History
Content Objective(s): American Revolution
Language Objective(s): Writing
SIOP Features (Deeds, 2011).
Lesson Sequence:
1. Teacher shall start lesson by explaining to the students that this shall be the last day reviewing the Dangerous Crossing text.
2. Teacher shall briefly revisit everything that has been discussed in the course of the week.
a. Oral language, and communicating.
b. Reading fluency.
c. Reading comprehension, visualization, and pronunciation.
Reflections:
1. Students shall work individually on an assigned reading question: “Read the Dangerous Crossing: The Revolutionary Voyage of John Quincy Adams.”
2. Students shall be required to employ their taught reading and pronunciation skills to full fluency and mastery of the story over the weekend.
3. Students shall be expected to read with fluency and pronounce correctly at fast pace the assignment during the Monday morning lesson.
4. Students shall be graded on improved reading fluency and correct word pronunciation.
References:
Deeds, W. David. (2011). Open Simulator: School Quick Start Guide: First Edition: June 2011. David Deeds.
Latta, M. Margaret, & Chan, Elaine. (2010). Teaching the Arts to Engage English
