A. Read 90-100 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.
 

Between the Lions: This site offers printable read-aloud versions of all Between the Lions Stories. These would be great to use for practicing timed reading.

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

E/B: Blend two to three phonemes into recognizable words; D: Blend two to four phonemes into recognizable words; E: Blend vowel-consonant sounds orally to make words or syllables.
E/B: Identify and express beginning and ending sounds in one-syllable words; D: Decode most one-syllable words.
E/B: Use regular verbs appropriately; D: Use regular verbs and some irregular verbs correctly; E: Use regular verbs and most irregular verbs correctly.
E/B: Begin to read aloud; D: Read aloud with changes in expression; E: Read aloud with clarity and with changes in voice and expression.
E/B: Begin to identify root words to determine meaning of new words; D: Use knowledge of root words to determine meaning of new words; E: Use knowledge of root words in determine meaning of most compound words.
E/B: Identify some prefixes and suffixes with simple spoken sentences; D: Identify prefixes and suffixes with spoken and written sentences; E: Identify and explain meaning of most prefixes and suffixes with spoken and written sentences.
D: Identify rhyming words; E: Identify and produce rhyming words.
D: Identify and use knowledge of some spelling patterns while reading; E: Identify and use knowledge of most spelling patterns while reading.
E: Use more complex words and sentences to communicate needs and express ideas in a wide variety of social and academic settings.
 

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