August/September
Lesson 28
Fluency – Phrases and Punctuation
Timeline: Grade 3 – August/September - Lesson 28
Essential Idea: Classroom Procedures and Thoughtful Reading
Strand: Reading Process
Standard: Fluency
Benchmark: LA.3.1.5.2. – The student will adjust reading rate based on purpose, text difficulty, form, and
style.
Student Target: I can read fluently by phrasing words together and looking at the punctuation.
Background Information: Fluency is the ability to read quickly, accurately and with expression. Fluent
readers are able to efficiently decode words and focus on comprehension. When students learn how to
effectively decode and automatically recognize words, the speed of their reading is increased. Teachers
can support the development of fluent reading through guided reading that includes support and feedback.
Matching text and instruction to individual students is also necessary in developing fluent readers. Students
need to hear fluent reading modeled through read alouds and shared readings. They also need
opportunities to practice fluent reading through activities such as poetry readings and reader’s theater.
Materials:
Teacher:
* Link 1 – Fluency – Phrases and Punctuation; fluency passages for practice
* Whiteboard and markers OR chart paper and markers
Students:
* Turn and Talk partners
* Link 1 – Fluency – Phrases and Punctuation; fluency passages for practice
Warm-Up/Introduction:
We have been learning strategies that will help us understand or make sense of the text we read.
Today, we are going to look at how we read—specifically, our fluency. Reading fluently means
that we are able to recognize words quickly and read smoothly. We can change how fast or slow
we read depending on what type of text we are reading. It also means that we read with
expression. Fluent readers are good readers that choose “Just Right” books that support their
ability to read fluently.
Lesson/Activity/Teacher Talk:
Today, we are going to work on our fluency by reading a passage of text in phrases and stopping
at punctuation. Phrases are groups of words that we chunk together as we read. Punctuation
directs our speed and expression. First, I am going to read the text, “One and One Is Too Much”,
and we are going to discuss my readings. Then we are going to read together and you will have
a chance to practice with your partner. Let’s do some comparing and contrasting. I am going to
read the text twice and I want you to tell me what you think of the readings. Listen to my first
reading. Without attending to the punctuation, read the sentences pausing at the end of
each line of text. Now, I am going to read this once again. Read the marked text. I want you
to think about what you just heard. Which one of the readings was easier to understand or more
enjoyable to hear? Turn and discuss your answer with your partner and explain your thoughts.
Give the students a few minutes to discuss and allow some to share out. Chart, or write
on the board, some of the responses if needed.
Try It Out:
I have shown you how I read by properly using phrases and punctuation. I am going to show you
the text with the phrases marked for us. Distribute Fluency Passages (Link 1). I am going to
read it and then we are going to read it together. Reread the marked text and then choral read
it with the students. Now I want you to practice reading the marked text to your partner. When
you finish, I want you to practice reading the text without the markings. Remember to read in
phrases and pay attention to the punctuation. Give the students time to complete their
readings. Give support to those in need of assistance and clarify any misconceptions.
Wrap-Up/Link to Independence:
Today, we practiced reading in phrases and attending to the punctuation as we read. We also
realized that the more we reread a text, the more fluent we become with reading it. As fluent
readers, we were able to recognize words and read smoothly. We changed the speed of our
reading and read with expression. When you are reading on your own remember to read in
phrases and use your punctuation to help you control your speed of reading. Good readers do
this to make their reading more interesting and easier to understand.
Assessment:
Listen to the students’ reading to determine their level of fluency with the text. Record the names
of those that will need additional support during small group instruction.