A. Read 50-60 words per minute (AL COS)
 

Hit a Homerun with Reading Speed:  Growing Independence and Fluency
Students will used repeated readings to increase their words per minute.

Speedy Reader
This lesson focuses on the direct approach of teaching fluency with timed repeated readings.

Improving Fluency through Group Literary Performance
Bill Martin, Jr’s picture books are known for their creative use of language. In this lesson, the repetition, rhythm, and rhyme of Martin’s works provide opportunities for students to hear fluent reading modeled then to join in the readings through literary performance. By inviting students to participate in the shared and choral reading, the lesson provides students the chance to focus their fluency and comprehension.

Poetry: A Feast to Form Fluent Readers
Students will use Internet resources to observe poetry performed orally and discuss elements of the performance that lead to fluency and meaning of the written text. Students then use online resources to select a poem to perform out loud.

Using a Predictable Text to Teach High-Frequency Words
This lesson uses a predictable text to help students learn high-frequency words.

The Big Green Monster Teaches Phonics in Reading and Writing
This lesson begins with a shared reading of the story, Go Away, Big Green Monster! by Ed Emberley. After the shared reading, students engage in a paired reading of the online version to build fluency and word recognition skills.
 

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)

E/B: Identify symbols and signs within classroom; D: Identify and speak about symbols and signs within classroom and community environment; E: Describe symbols and signs within classroom and community environment.
E/B: Listen selectively for sight words and main ideas; D: Listen for specific purposes to identify sight words and main ideas; E: Listen for specific purposes to identify sight words, main ideas, and supporting details.
E/B: Identify and express beginning and ending sounds in one-syllable words.
E/B: Distinguish between capital and lowercase letters; D: Recognize and identify capital and lowercase letters; E: Recognize, identify, and produce capital and lowercase letters.
E/B: Follow sequence of words from left to right.
E/B: Identify first sound within a spoken word; D: Identify first and last sounds within a word when spoken; E: Identify first and last sounds within a word when spoken.
E/B: Read some high-frequency words, including own name; D: Sort some high-frequency words by category; E: Sort and classify most high-frequency words by category.
E/B: Relate individual letters or groups of letters to a coordinating sound; D: Blend two to four phonemes into recognizable words.
E/B: Recognize punctuation at the conclusion of statements.
E/B: Use appropriate capitalization with proper names and places.
D: Listen and produce some rhyming patterns in language; E: Listen and produce rhyming patterns in language with little error.
E: Use more complex words and sentences to communicate needs and express ideas in a wider variety of social and academic settings.
E: Blend vowel-consonant sounds orally to make words or syllables.
E: Distinguish between individual sounds and syllables.
E: Count the number of syllables within a word or group of words.

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