Model Lesson Plan: Fluency Instruction
Step 1. Overview and Vocabulary Check for Chapter 1.
(Approximately 5 minutes).
Students
silently read the chapter and prepare a list of words they can not decode or
understand. Students can do this individually, at their desks, or in a
small-group setting. The teacher then discusses and explains these words in a
small-group setting, typically three to six students with similar skill levels.
Students can demonstrate understanding of difficult words by using the word in
a sentence in another context. Building on the discussion of the vocabulary,
the teacher asks a few questions to elicit the main idea or generate a summary
of the actions, major characters, or concepts. This should be a brief overview.
More detailed comprehension checks occur in later steps.
Step 2. Practice
In Speed and Accuracy. (Approximately 10-15 minutes).
Guided practice. Modeling in small-group settings exemplifies
highly effective practice procedures. The teacher, aide, or volunteer should
model by reading at an appropriate pace, with expression. Students could follow
along silently. At the beginning of every second or third paragraph, the
instructor should “randomly” select a student to read the first sentence aloud.
This will help ensure active participation by all students.
Independent practice. In independent practice, the student is assigned a
unit of text. The student reviews the unit silently and then reads the text
aloud at an appropriate rate and error level. Increase the text units from
paragraphs to pages, as students demonstrate increasing competence and
confidence.
Step 3. Oral Comprehension
Check. (Approximately 5 minutes).
This
is a discussion session with the instructor on aspects of the story that will
check on comprehension. For example: What is the main idea? What was the
motive, e.g., Why did Sarah want to do it? What was
the sequence, e.g., What happened first; what happened
next? Summarize the chapter. Students not participating or responding
inaccurately should be tutored individually until they can respond accurately
to three of four questions. This tutoring should serve as a gentle, yet firm,
reminder that students are accountable for reading with understanding.
Step 4. Reading with
Expression. (Approximately 5 minutes).
Students
should practice reading with expression. This should be a fun experience.
Students may practice using different voices for different characters, changing
intonation to indicate a question, and reading with pauses to build interest
and anticipation. Students should be given opportunities to read at least a
paragraph or two of the chapter to peers or the instructor.
Step 5. Rate and Accuracy Assessment. (Approximately 5 minutes).
This assessment can be done in individual or small-group settings. If assessing in a small-group setting, use a different text sample for each student. A 60-word sample, read in 30 seconds or less with 2 errors or less, would be the minimum sample size. Provide the needed additional help to individuals who fall behind. If one or two students in the small group do not meet these standards, but the trends in their rate and accuracy data show steady improvement, then move the group to the next chapter.