focus on fluency fluency resource packet

Focus on Fluency Fluency Resource PacketProfessional Development

Focus on Fluency • Fluency Resource Packet

Contents

Kindergarten Modules 1 and 2 Fluency Instruction ................................................................1Kindergarten Fluency Text: Excerpt from My Five Senses ................................................... 6Grade 1 Modules 1 and 2 Fluency Instruction ..........................................................................7Grade 1 Fluency Text: Excerpt from Waiting for the Biblioburro ....................................... 11Grade 2 Modules 1 and 2 Fluency Instruction .......................................................................13Grade 2 Fluency Text: “Weather” .......................................................................................... 17Grade 3 Modules 1 and 2 Fluency Instruction .......................................................................19Grade 3 Fluency Text: Excerpt from Amos & Boris .............................................................. 22Grade 4 Modules 1 and 2 Fluency Instruction ...................................................................... 23Grade 4 Fluency Text: Excerpt from The Circulatory Story ................................................27Grade 5 Modules 1 and 2 Fluency Instruction ...................................................................... 29Grade 5 Fluency Text: Excerpt from “How Beaver Stole Fire from the Pines” ................... 33Grade 6 Modules 1 and 2 Fluency Instruction .......................................................................35Grade 6 Fluency Text: Excerpt from Bud, Not Buddy ..........................................................37Grade 7 Modules 1 and 2 Fluency Instruction ...................................................................... 39Grade 7 Fluency Text: Excerpt from The Canterbury Tales ................................................41Grade 8 Modules 1 and 2 Fluency Instruction ..................................................................... 43Grade 8 Fluency Text: Excerpt from The Crossover .............................................................47

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Focus on Fluency • Fluency Resource Packet • Kindergarten

Kindergarten Modules 1 and 2 Fluency Instruction

Directions: Review the following chart, which outlines fluency instruction in Kindergarten Modules 1 and 2. Note how the modules address teaching, practicing, and evaluating fluency.

Standard RF.K.4: Read emergent-reader texts with purpose and understanding.1

Lesson Text Student Learning Description of Fluency Instruction

Module 11 My Five Senses,

Margaret MillerPractice fluent reading with support.

� Teacher models fluently reading the text. � Students Echo Read the text multiple times, practicing the gestures in the pictures.

� Teacher reads aloud sentences about the five senses, modeling clear, audible reading.

� Class Choral Reads the sentences several times.6 My Five Senses,

AlikiPractice fluent reading with support.

� Teacher explains the value of reading aloud. � Teacher models fluently reading repeated language in the text. � Students Echo Read the text multiple times.

7 My Five Senses, Aliki

Practice reading with expression.

� Class analyzes the function of exclamation marks in the text. � Students Echo Read the text, focusing on expression.



� Students Echo Read the text and use movements to emphasize body parts.



� Students practice reading repeated language from the text. � Class Choral Reads the text and uses movements to emphasize body parts.


Practice fluent reading with support.

� Class Choral Reads the text with or without teacher support.

11 “Wheels on the Bus”

Practice reading with proper phrasing and pausing.

� Teacher models fluent reading, attending to punctuation. � Students Echo Read the song multiple times, practicing punctuation and pausing.


Practice reading with pausing and expression.

� Teacher models fluent reading with appropriate pausing and gestures.

� Students Echo Read the song twice, adding hand motions.



� Teacher models fluent reading. � Students Echo Read the song twice.



� Teacher models fluent reading. � Students Echo Read the song twice.

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1 Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, © Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. National Governors Association Center for Best Practices, Council of Chief State School Officers (NGA Center, CCSSO). 2010. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington, DC: NGA Center, CCSSO, p. 16.



Module 115 “Wheels on the

Bus” Perform fluent reading with support.

� Students perform an expressive Choral Read of the song as a class by using hand movements.


Perform fluent reading with support.

� For a wider audience, students perform an expressive Choral Read of the song as a class by using hand movements.

17 Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault


� Teacher models fluent reading. � Students Echo Read repeated language from the text.



� Class analyzes the function of exclamation and question marks in the text.

� Students Echo Read the text, focusing on expression.


Practice reading with expression and appropriate volume.

� Class analyzes varying volume during reading. � Students Echo Read the text, focusing on appropriate volume.



� Class Choral Reads the text, focusing on expression and appropriate volume.



� Students Echo Read the text and use hand signals with repeated language.



� Class performs the text, each acting out a different letter. � Students chime in with repeated language when they hear it.

23 Rap a Tap Tap, Leo and Diane Dillon


� Teacher models fluent reading with pausing. � Students Echo Read repeated language from the text.



� Students analyze the function of exclamation marks in the text. � Students Echo Read the text, focusing on expression.



� Class analyzes the function of dashes in text. � Teacher models fluent reading, attending to punctuation. � Students Echo Read the text multiple times.



� Class Choral Reads the text.

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Module 127 Rap a Tap Tap,

Leo and Diane Dillon


� Class Choral Reads the text.



� Class Choral Reads the text, adding gestures.


Practice for fluency performance.

� Small groups practice Choral Reading in preparation for performance.



� Small groups practice Choral Reading in preparation for performance.



� Small groups perform Choral Reading, incorporating dance or movements.

Module 22 Farm Animals,

Wade CooperUnderstand the meaning of and practice reading in a strong, clear voice.

� Teacher reads a rhyming section of the text at various inappropriate volumes and tones.

� Class analyzes volume and tone. � Teacher reinforces the importance of reading and speaking in a strong, clear voice.

� Teacher models reading the text in a strong, clear voice. � Students Echo Read the rhyme multiple times with various volumes; teacher records.

� Students analyze recordings to determine the strongest voice.3 Farm Animals,

Wade CooperUnderstand and practice reading in a strong, clear voice.

� Teacher reviews what it means to read in a strong, clear voice. � Teacher models reading the text in a strong, clear voice. � Students Echo Read the text multiple times. � Small groups practice and record performance. � Class analyzes each recording for use of strong voice.

4 Farm Animals, Wade Cooper

Understand and practice reading in a strong, clear voice.

� Teacher models reading the text in a strong, clear voice. � Students Echo Read the text multiple times. � Small groups Echo Read the text while the rest of class assesses for use of strong voice.


Practice reading in a strong, clear voice.

� Teacher models reading the text in a strong, clear voice. � Students Echo Read the text multiple times. � Small groups practice a Choral Read of the text in a strong, clear voice.


Perform fluent reading. � Class Choral Reads the text. � Small groups perform; teacher records performance.

7 “The Seasons Song” Practice reading with rhythm and phrasing.

� Teacher models fluent reading, attending to punctuation and rhythm.

� Students Echo Read the song multiple times.8 “The Seasons Song” Practice reading with

rhythm and phrasing. � Teacher models fluent reading, adding new lines to the refrain. � Students Echo Read the song multiple times. � Students read aloud song lyrics with a video.


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Module 29 “The Seasons

Song”Practice reading with rhythm and phrasing.

� Teacher models fluent reading, adding new lines to the refrain. � Students Echo Read the song multiple times. � Students read aloud song lyrics with a video.

10 “The Seasons Song”

Practice reading with rhythm and phrasing.

� Students Echo Read the song multiple times. � Students read aloud song lyrics with a video.


Practice reading with pausing and expression.

� Class analyzes the function of punctuation. � Students Echo Read the text, changing their voices to reflect punctuation and creating movements to represent punctuation marks.


Perform fluent reading, demonstrating a strong, clear voice and proper phrasing, pausing, and expression.

� Teacher reviews punctuation and how it affects reading. � Class Choral Reads the song. � Teacher plays back recording of performance. � Students evaluate their performance for strong voice and expression.

13 “Old MacDonald Had a Farm”


� Teacher models fluent reading, attending to punctuation. � Students Echo Read first verse multiple times.



� Teacher models fluent reading, adding a new verse. � Students Echo Read the new verse multiple times; then they read the entire song.



� Teacher models fluent reading, adding a new verse. � Class Choral Reads the new verse; then reads the entire song.



� Teacher models fluent reading, adding a new verse. � Students Echo Read the new verse. � Class Choral Reads the new verse; then reads the entire song.


Perform fluent reading with expression and gestures.

� Class performs the song as a Choral Reading.

18 “Morning Is Come” Practice fluent reading with support.

� Teacher reads the first line of poem modeling fluent reading. � Students Echo Read the line, incorporating gestures.


� Teacher models fluent reading, adding a new line. � Students Echo Read the lines multiple times, incorporating gestures.


� Teacher models fluent reading, adding a new line. � Students Echo Read the lines multiple times, incorporating gestures.

21 The Little Red Hen, Jerry Pinkney

Practice fluent reading dialogue with support.

� Teacher reads aloud repeated character dialogue from the text. � Students Echo Read the dialogue. � Class Choral Reads repeated dialogue when they hear it read aloud.

� Class analyzes the significance of the repeated dialogue. � Students act out the repeated dialogue with puppets.


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Module 222 “Morning Is Come” Practice reading with

proper phrasing and pausing.

� Teacher models fluent reading with the entire poem, attending to punctuation.

� Class analyzes the function of punctuation. � Students Echo Read the poem multiple times, focusing on phrasing and pausing.

� Reflect on how phrasing and pausing impact fluent reading.23 “Morning Is Come” Practice and perform

fluent reading, incorporating gestures.

� Small groups practice the poem with gestures. � Each group Choral Reads the poem for the class.

25 The Three Billy Goats Gruff, Paul Galdone

Practice fluent reading with support, incorporating gestures.

� Teacher models fluent reading with repeated story lines. � Class analyzes word choice. � Students Echo Read repeated story lines with gestures. � Class Choral Reads the same lines with gestures.



� Teacher models fluent reading, adding new dialogue. � Class analyzes word choice. � Students Echo Read the text, focusing on expression.



� Class analyzes the author’s use of capitalization. � Teacher reviews how readers vary their volume. � Teacher models fluent reading, altering volume according to the text.

� Students Echo Read the text multiple times, focusing on varying their volume.


Practice and perform fluent reading, focusing on varying volume.

� Class Choral Reads text, with half the class reading the bridge’s line and half the class reading the troll’s line.

� Groups switch roles and Choral Read the text again. � Class performs as a whole.



� Class rehearses a Choral Reading of the song in preparation for performance, focusing on strong voice and gestures.



� Small groups practice their assigned song stanza in preparation for performance, focusing on strong voice.



� Small groups practice their assigned song stanza in preparation for performance, focusing on strong voice.


Perform a fluent reading for a live audience.

� Small groups take turns performing their assigned song stanzas for a live audience.


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Kindergarten Fluency Text: Excerpt from My Five Senses2

I can see! I see with my eyes.

I can hear! I hear with my ears.

I can smell! I smell with my nose.

I can taste! I taste with my tongue.

I can touch! I touch with my fingers.3

2 This text is used for fluency instruction and practice in Kindergarten Module 1 Lessons 6–10.3 Aliki. My Five Senses. Harper Collins, 1989, pp. 4–13.


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Focus on Fluency • Fluency Resource Packet • Grade 1

Grade 1 Modules 1 and 2 Fluency Instruction

Directions: Review the following chart, which outlines fluency instruction in Grade 1 Modules 1 and 2. Note how the modules address teaching, practicing, and evaluating fluency.

Standard RF.1.4: Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and understanding.b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.4


Module 17 Waiting for the

Biblioburro, Monica Brown

Practice reading with accuracy and appropriate phrasing.

� Teacher introduces a Fluency Anchor Chart with the elements of the Student Performance Checklist from the fluency handout and tells students they will focus on the first element: “Read easily without stumbling.”

� Teacher models what it means to “read easily without stumbling.”

� Teacher introduces fluency homework. � Class Choral Reads the fluency passage, focusing on reading without stumbling.

7–12 Waiting for the Biblioburro, Monica Brown

Practice and assess fluent reading.

� Teacher introduces the fluency homework routine. � Students practice the fluency passage at home. � On the last day, students reflect on their progress.

9 Waiting for the Biblioburro, Monica Brown

Practice reading with appropriate phrasing and pausing.

� Teacher displays the Fluency Anchor Chart and tells students they will focus on the next element: “Read with appropriate phrasing and pausing.”

� Teacher models reading with appropriate phrasing and pausing.

� Students annotate the fluency passage to indicate pausing and phrasing.

� Students Choral Read and then Partner Read the fluency passage with appropriate phrasing and pausing.



� Class Choral Reads the fluency passage with appropriate phrasing and pausing.

� Teacher adds the third element, “Read with appropriate expression for the selection,” to the anchor chart.

� Teacher reads the passage with and without expression; students compare readings.

� Students Choral Read and then Partner Read the passage with expression.


Practice reading at an appropriate rate.

� Small groups read the fluency passage with expression. � Teacher displays the Fluency Anchor Chart and tells students they will focus on the next element: “Read at a good pace, not too fast and not too slow.”

� Teacher models reading the passage too fast and then at an appropriate rate; students analyze the readings.

� Students Choral Read the passage at an appropriate rate and then Partner Read the passage.



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Module 112 Waiting for the

Biblioburro, Monica Brown

Perform fluent reading. � Students Choral Read the fluency passage at a good pace. � Students perform the passage first in small groups and then as individuals, demonstrating all elements of fluency.

� Teacher listens and assesses students’ fluency. � Four students become silent actors as others read the passage. � Small groups perform for the rest of the class.

13–16 Museum ABC, The Metropolitan Museum of Art


� Students practice the fluency passage. � On the last day, students reflect on their progress.

17–22 That Book Woman, Heather Henson


� Students practice the fluency passage at home. � On the last day, students reflect on their progress.

23–27 Green Eggs and Ham, Dr. Seuss



25 Green Eggs and Ham, Dr. Seuss

Practice changing pitch and speed to indicate when different characters speak; perform a Readers’ Theater with two characters.

� Class Choral Reads to discern speakers in a book. � Pairs perform one of four sections of the story as a Readers’ Theater, fluently reading and distinguishing differences between two different characters.

� One pair from each section performs for the class. � Students reflect on their Readers’ Theater experience.

28–32 “Museum AB-See!”, The Metropolitan Museum of Art



Module 22–4 “The Hare &

the Tortoise,” “The Ants & the Grasshopper”


� Students choose between two new fluency passages. � Students practice their chosen fluency passage at home. � On the last day, students reflect on their progress.

4 “The Hare & the Tortoise,” “The Ants & the Grasshopper”

Practice fluent reading; review elements of fluency.

� Students Echo Read one of the passages and then Choral Read with a partner to practice elements of fluency.

� Class celebrates improved fluency.

5–9 Seven Blind Mice, Ed Young



6 Seven Blind Mice, Ed Young

Practice reading with expression by changing voice.

� Teacher reads a story in a monotone voice and then rereads with expression; students analyze the two readings.

� Teacher explains why a reader’s voice might change while reading with expression.

� Class Echo Reads the passage with expression. � In the Deep Dive, students discuss how punctuation supports reading with expression.


Practice for a Readers’ Theater.

� Teacher reminds students to regulate their reading rate while practicing a Readers’ Theater script.

� One group of students reads the passage aloud while other students whisper-read.

� Small groups practice their Readers’ Theater scripts.


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Lesson Text Student Learning Description of Fluency InstructionModule 2


Perform a Readers’ Theater.

� Teacher celebrates students’ hard work in preparation for the Readers’ Theater.

� Teacher reiterates the importance of reading with expression and a strong voice.

� Small groups take turns performing the Readers’ Theater with another group as the audience.

10–14 Me … Jane, Patrick McDonnell



12 Me … Jane, Patrick McDonnell

Practice reading with proper phrasing.

� Class analyzes punctuation in the fluency passage. � Teacher explains that punctuation gives clues about how to read the passage.

� Teacher models reading the passage, exaggerating pauses; students follow along with their fingers.

� Students Echo Read the passage.13 Me … Jane, Patrick

McDonnellPractice reading with proper phrasing.

� Teacher reminds students to consider how punctuation informs phrasing.

� Teacher reads the fluency passage aloud while students whisper-read.

� Students Echo Read and then Choral Read the passage, attending to punctuation.

15 Sea Horse: The Shyest Fish in the Sea, Chris Butterworth

Practice reading with accuracy.

� Teacher reminds students of how punctuation informs phrasing. � Teacher introduces concept of reading with accuracy. � Students identify challenging words in the passage. � Teacher reads challenging words; students repeat them. � Students whisper-read the passage as the teacher reads it aloud. � Students Echo Read the passage.

15–20 Sea Horse: The Shyest Fish in the Sea, Chris Butterworth



20 Sea Horse: The Shyest Fish in the Sea, Chris Butterworth

Perform fluent reading with focus on accuracy.

� Teacher celebrates students’ hard work and practice. � Teacher emphasizes the importance of reading with accuracy. � Pairs perform the fluency passage.

21 What Do You Do with a Tail Like This?, Steve Jenkins and Robin Page


� Teacher assigns new fluency passages, differentiating for striving and grade-level readers.

� Students practice their fluency passage at home.


Perform fluent reading with focus on rate.

� Teacher reminds students to read with accuracy and then reviews reading at an appropriate rate.

� In small groups, students Echo Read their assigned passages at an appropriate rate.


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Perform fluent reading with focus on rate.

� Teacher celebrates students’ hard work and practice with reading rate.

� Pairs take turns reading their passages and providing feedback on their partner’s rate.

27 Never Smile at a Monkey, Steve Jenkins


� Students practice the fluency passage at home.



� Teacher emphasizes the importance of reading at an appropriate rate and explains daily learning goal.

� Partners discuss how a fluent reading can convey emotions. � Teacher models reading with expression. � Students Echo Read the passage.



� Teacher reminds students of their focus on reading with expression.

� Students Echo Read as teacher reads with expression. � Students Choral Read the passage.


Perform a fluent reading.

� Teacher celebrates students’ fluency work and successes. � Pairs take turns performing the passage.

33 Student-selected familiar fluency passage

Practice fluent reading.

� Students select one of the fluency passages from the module to perform for an audience.

� Class reviews fluency elements (accuracy, phrasing, expression, rate, performance, and volume).

� Students whisper-read their chosen fluency passage. 34 Student-selected

familiar fluency passage

Practice fluent reading.

� Students practice their chosen passage; teacher circulates to coach and support.


Practice reading with appropriate volume.

� Students practice their chosen passage with a partner, attending to volume.


Perform a fluent reading for an audience.

� Students practice one more time before performing. � Students perform their chosen passages for an audience.


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Grade 1 Fluency Text: Excerpt from Waiting for the Biblioburro5

“Someone should write a story about your burros,” Ana tells the librarian, rubbing Alfa’s nose and feeding more grass to Beto.

“Why don’t you?” he asks. Then he packs up the books, and is off.

“Enjoy!” he calls to the children. “I will be back.”6

5 This text is used for fluency instruction and practice in Grade 1 Module 1 Lessons 7–12.6 Brown, Monica. Waiting for the Biblioburro. Random House, 2011, p. 19.


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1 “Weather,” Eve Merriam

Practice reading with accuracy and with appropriate phrasing.

� Teacher models a fluent reading of the poem. � Students Choral Read the poem. � Teacher introduces a Fluency Anchor Chart and explains elements of accuracy and phrasing.

1–3 “Weather,” Eve Merriam


� Teacher introduces the fluency homework routine and provides a take-home letter to families.

� Students choose or are assigned one of two fluency passages. � Students practice the fluency passage at home. � On the last day, students reflect on their progress.


Practice reading with expression and at an appropriate rate.

� Teacher introduces elements of rate and expression, adding them to the Fluency Anchor Chart.

� Student volunteers model reading too slowly, too quickly, and at a just-right rate.

� Teacher models reading with and without expression. � Pairs practice reading the poem with expression and at an appropriate rate.


Practice, perform, and assess reading with appropriate articulation and volume.

� Teacher leads a Choral Read of the Fluency Anchor Chart and then models and explains the importance of articulation and volume.

� Small groups discuss and underline words in the poem that merit emphasis and practice reading with emphasis.

� Small groups perform the poems. � Students reflect on their performance.

4 How Do You Know It’s Fall?, Lisa Herrington

Listen to a fluent reading.

� Teacher models fluent reading, reminding students to listen for elements of fluent reading.

4–8 How Do You Know It’s Fall?, Lisa Herrington


� Students choose or are assigned a fluency passage. � Students practice the fluency passage at home. � On the last day, students reflect on their progress.

10–14 The Little Yellow Leaf, Carin Berger






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11 The Little Yellow Leaf, Carin Berger

Rehearse and perform a fluent reading.

� Students take turns reading the beginning and ending of the fluency passage.

� Teacher reviews the Readers’ Theater script. � Small groups rehearse the scene. � One or two groups perform the Readers’ Theater.

12 The Little Yellow Leaf, Carin Berger

Practice fluent reading. � Students work with partners to read beginning and ending fluency passages.

15–19 A Color of His Own, Leo Lionni



17 A Color of His Own, Leo Lionni

Practice fluent reading � Partners take turns reading the beginning and ending fluency passages from the homework.

20–24 Why Do Leaves Change Color?, Betsy Maestro


� Students choose or are assigned a fluency passage. � Students underline challenging words and practice pronunciations.


21 Why Do Leaves Change Color?, Betsy Maestro

Practice fluent reading, emphasizing key terms.

� Teacher divides students into fluency groups according to their homework passage.

� Small groups identify key terms in their passage. � Small groups practice reading their passage, emphasizing the key terms.

� Students whisper-read the fluency passage as the teacher reads it aloud.


Practice fluent reading, emphasizing key terms.

� Students investigate the essential meaning of the text by looking for key terms, phrases, or a sentence that contributes to this meaning.

� Fluency groups Choral Read their passage for the class, emphasizing language that relates to the text’s essential meaning.


Apply fluency skills to practice reading a new passage.

� Teacher posts all fluency passages and the Fluency Anchor Chart.

� Students select and practice a different fluency passage with a partner.

� Teacher celebrates students’ fluency growth.24 Student-written

paragraphFluently read one’s own writing.

� In small groups, students practice fluently reading their own paragraph.

25–29 Sky Tree, Thomas Locker


� Teacher assigns new fluency passage. � Students underline challenging words and practice pronunciations.


27 Sky Tree, Thomas Locker

Practice fluent reading; apply new understanding to improve fluency.

� Small groups practice reading fluency passages, adding new understandings about the text to inform fluency.

31 Student-selected passage

Practice fluent reading. � Students choose and practice their favorite fluency passage from the module at home.



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2–5 “Buffalo Dusk,” Carl Sandburg



3 “Buffalo Dusk,” Carl Sandburg

Listen to a fluent reading to understand the importance of phrasing.

� Students share what they have learned about fluent reading. � Teacher emphasizes the importance of phrasing and models fluent reading with proper phrasing.

5 “Buffalo Dusk,” Carl Sandburg

Practice reading with appropriate pace and expression.

� Teacher reviews reading at an appropriate pace and with expression.

� Pairs take turns reading the poem aloud and then Choral Read as a whole group, practicing proper pace and expression.

� Students assess their own pace and expression.6–9 The Buffalo Are

Back, Jean Craighead George



8 The Buffalo Are Back, Jean Craighead George

Analyze inflection in reading; practice reading with inflection.

� Teacher introduces varying inflection and adds it to the Fluency Anchor Chart.

� Teacher models fluent reading of the homework passage, stressing the underlined word.

� Students analyze which words receive inflection and its effects. � Teacher explains that good speakers use their voices to communicate the emotion behind words in a text.

� Students practice using their voices to express their thoughts and ideas about text details and topics.

9 The Buffalo Are Back, Jean Craighead George

Practice reading with inflection.

� Pairs rehearse their assigned fluency passage, varying their inflection.

� Students annotate their fluency passage to indicate inflection. � Pairs practice fluency passage with varied inflection.

11–14 Journey of a Pioneer, Patricia Murphy



16–17 Readers’ Theater script, adapted from The Legend of the Bluebonnet, Tomie dePaola

Practice reading in preparation for a Readers’ Theater.

� Teacher assigns Readers’ Theater parts, reviews directions, and identifies challenging words.

� Students practice their Readers’ Theater parts at home.

18 Readers’ Theater script, adapted from The Legend of the Bluebonnet, Tomie dePaola

Perform a fluent reading in a Readers’ Theater.

� Teacher divides students into groups based on their assigned parts.

� Students rehearse for Readers’ Theater. � Half of the class performs Part 1 of the Readers’ Theater; half of the class performs Part 2.

� Scaffold: Teacher supports students in reading with varying inflection.



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20–23 The Story of Johnny Appleseed, Aliki



24 Student-created Johnny Appleseed digital books

Practice fluent reading. � Students practice fluently reading their Johnny Appleseed digital books.

25 Student-selected fluency passage

Practice fluent reading. � Students select a favorite fluency passage from this module. � Students practice the fluency passage at home. � If they have available technology, students record their reading and send it to a friend or grandparent to enjoy.

26–30 John Henry: An American Legend, Ezra Jack Keats



31–32 Student-selected fluency passage

Practice fluent reading. � Students select a passage from a book of their choice. � Students practice reading the fluency passage at home.

33–34 Student-selected fluency passage

Practice and perform fluent reading.

� Students select a favorite fluency passage from this module. � Students perform the fluency passage for a family member at home.



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Grade 2 Fluency Text: “Weather”8

Dot a dot dot dot a dot dot Spotting the windowpane.

Spack a spack speck flick a flack fleck Freckling the windowpane.

A spatter a scatter a wet cat a clatter A splatter a rumble outside.

Umbrella umbrella umbrella umbrella Bumbershoot barrel of rain.

Slosh a galosh slosh a galosh Slither and slather a glide

A puddle a jump a puddle a jump A puddle a jump puddle splosh

A juddle a pump a luddle a dump A pudmuddle jump in and slide!9

8 This text is used for fluency instruction and practice in Grade 2 Module 1 Lessons 1–3.9 Merriam, Eve. “Weather.” Poets.org, Academy of American Poets, 1966. https://www.poets.org/poetsorg/poem/weather. Accessed 10 Apr. 2016.

“Weather” From CATCH A LITTLE RHYME by Eve Merriam. Copyright © 1966 Eve Merriam. Copyright Renewed 1994. All Rights Renewed and Reserved. Used by permission of Marian Reiner.

https://www.poets.org/poetsorg/poem/weather






Module 11 “The Sea Wind,”

Sara TeasdaleIdentify elements of fluent reading.

� Teacher models a fluent reading of the poem. � Class creates an anchor chart with the elements of fluency.

4 Amos & Boris, William Steig

Practice reading fluently and accurately.

� Teacher models a fluent reading of the passage. � Students Echo Read challenging vocabulary with accuracy. � Pairs practice fluent reading and provide feedback by using the Praise, Question, Suggestion protocol.

4–8 Amos & Boris, William Steig




Practice reading with proper phrasing.

� Class analyzes reading with and without appropriate phrasing. � Pairs practice reading the passage with appropriate phrasing.



� Class analyzes reading with and without expression. � Pairs practice reading the passage with expression and provide feedback by using the Praise, Question, Suggestion protocol.


Practice reading audibly at an appropriate rate.

� Class analyzes reading inaudibly versus audibly and at an inappropriate versus appropriate rate.

� Pairs practice reading the passage audibly at an appropriate rate and provide feedback by using the Praise, Question, Suggestion protocol.


Perform fluent reading. � Pairs take turns performing a fluent reading of the passage. � Students provide feedback by using the Praise, Question, Suggestion protocol.

10–12 Ocean Sunlight: How Tiny Plants Feed the Seas, Molly Bang and Penny Chisholm


Optional: � Students Echo Read the fluency passage, reviewing challenging words.




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Module 112 Ocean Sunlight:

How Tiny Plants Feed the Seas, Molly Bang and Penny Chisholm

Listen to fluent reading to support comprehension.

� Teacher models fluent reading, pausing to ask text-dependent questions (TDQs) about key details in the text.

13 The Fantastic Undersea Life of Jacques Cousteau, Dan Yaccarino

Listen to and track fluent reading to support comprehension.

� Teacher models fluent reading; students follow along.

13–17 The Fantastic Undersea Life of Jacques Cousteau, Dan Yaccarino



15 Jacques Cousteau quotations from The Fantastic Undersea Life of Jacques Cousteau, Dan Yaccarino


� Students read quotations, asking for support as needed to decode unfamiliar words.

� Pairs practice reading quotations and provide feedback on fluency.

19–21 Shark Attack!, Cathy East Dubowski

Listen to and track fluent reading; reread key text to support comprehension.

� Teacher models fluent reading; students follow along. � Pairs reread key text; ask and answer questions about the text, identify main ideas and details, or analyze text features.

19–23 Shark Attack!, Cathy East Dubowski



24–28 Giant Squid: Searching for a Sea Monster, Mary M. Cerullo and Clyde F. E. Roper


� Teacher reviews elements of fluent reading. � Students Echo Read the fluency passage in preparation for performance.

� Students practice the fluency passage at home. � In class, pairs practice reading and provide feedback by using the Praise, Question, Suggestion protocol.

24–25 Giant Squid: Searching for a Sea Monster, Mary M. Cerullo and Clyde F. E. Roper


� Teacher models fluent reading; students follow along. � Pairs reread key text to identify main ideas and details.

28 Giant Squid: Searching for a Sea Monster, Mary M. Cerullo and Clyde F. E. Roper

Perform and assess fluent reading.

� Students perform the fluency passage for another class. � Students reflect on and set fluency goals.


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Module 22 “Galileo’s Starry

Night,” Kelly Terwilliger


� Teacher models fluent reading; students follow along. � Small groups reread key text to determine key events.

2–6 “Galileo’s Starry Night,” Kelly Terwilliger



3–4 Starry Messenger, Peter Sís


� Teacher models fluent reading; students follow along. � Small groups reread text to determine key events.

7–11 Starry Messenger, Peter Sís



13–15, 17 Moonshot, Brian Floca


� Teacher models fluent reading; students follow along. � Small groups reread text to determine key events, analyze illustrations, and note similarities and differences in the text’s description of the moon.

13–17, 23

Moonshot, Brian Floca



18 “Cronkite Anchors First Moon Walk,” CBS

Observe and analyze speaker’s delivery for language and expression.

� Students watch video of news broadcaster describing moon landing.

� Class analyzes use of newscaster’s language and expression to understand point of view.

19–21 One Giant Leap, Robert Burleigh


� Teacher models fluent reading; students follow along. � Pairs reread text to understand key vocabulary, sequence of events, and figurative language.

19–21 One Giant Leap, Robert Burleigh



23–24 “We Choose the Moon,” John F. Kennedy

Observe a speaker’s delivery; practice fluent reading with support; perform fluent reading.

� Students watch video of John F. Kennedy’s speech about the goal of the moon landing.

� Students Echo Read the speech with a focus on appropriate phrasing.

� Teacher reviews key vocabulary. � Small groups practice and perform the speech as a Readers’ Theater.

27–31 Zathura, Chris Van Allsburg



30–31 “Pegasus and Perseus” and “Pegasus and Bellerophon”


� Teacher models fluent reading; students follow along. � Pairs reread texts to analyze similarities and differences.


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Grade 3 Fluency Text: Excerpt from Amos & Boris11

One night, in a phosphorescent sea, he marveled at the sight of some whales spouting luminous water; and later, lying on the deck of his boat gazing at the immense, starry sky, the tiny mouse Amos, a little speck of a living thing in the vast living universe, felt thoroughly akin to it all. Overwhelmed by the beauty and mystery of everything, he rolled over and over and right off the deck of his boat and into the sea.12

11 This text is used for fluency instruction and practice in Grade 3 Module 1 Lessons 4–8.12 Steig, William. Amos & Boris. Square Fish, 2009, p. 9.


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Module 12–5 Quotations about

the literal and figurative heart


� Students practice fluently reading the quotations at home. � In class, pairs practice reading and assess partner’s fluency. � On the last day, students reflect on their progress.

4 Quotations about the literal and figurative heart

Listen to and analyze a fluent reading.

� Teacher models reading the quotations with appropriate phrasing and expression.

� Students discuss oral interpretation choices.

7–8 The Circulatory Story, Mary Corcoran

Listen to and track a fluent reading to support comprehension.

� Teacher reads aloud a new core text. � Students follow along to notice and wonder.

8 The Circulatory Story, Mary Corcoran

Practice reading with appropriate expression.

� Pairs practice reading dialogue, focusing on appropriate expression.

� One pair performs the dialogue for the whole group.



� Teacher models fluent reading of the passage. � Students practice the fluency passage at home. � On the last day, students reflect on their progress.



� Scaffold: A small group of striving readers whisper-reads key text to support fluency and comprehension.



� Teacher models fluent reading of the passage. � Students practice the fluency passage at home. � In class, pairs practice reading the fluency passage and assess their partner’s fluency.

� On the last day, students reflect on their progress.14 The Circulatory

Story, Mary Corcoran


� Teacher models fluent reading. � Students follow along, focusing on new information.

14 Shared writing about figurative language in The Circulatory Story

Practice fluent reading. � Class Choral Reads a collaboratively written introduction.



WIT & WISDOM®




Practice fluent reading. � Class Choral Reads key text multiple times, focusing on expression.

� Students analyze the purpose of the text and determine main idea.



� Teacher models fluent reading. � Students follow along, focusing on essential ideas.

18 “The Red Wheelbarrow,” William Carlos Williams


� Teacher reads aloud the poem multiple times. � Students follow along to notice and wonder, sketch images, and analyze structure.

18–22 “Stopping by Woods on a Snowy Evening,” Robert Frost


� Teacher models fluent reading of the poem. � Students practice the fluency passage at home. � On the last day, students reflect on their progress.

19 Love That Dog, Sharon Creech


� Teacher reads aloud a passage from the text. � Students follow along to notice and wonder.

21 “dog,” Valerie Worth

Practice fluent reading. � Pairs practice reading the poem. � Class Choral Reads the poem multiple times, focusing on phrasing.

� Students analyze how punctuation shapes phrasing.21 Love That Dog,

Sharon Creech; “The Tiger,” William Blake

Practice fluent reading. � Scaffold: A small group of striving readers whisper-reads key text to support fluency and comprehension.

22 “The Tiger,” William Blake

Practice fluent reading. � Pairs practice reading aloud the poem. � Students snap to mark the poem’s meter as the teacher reads it aloud.

22 “The Pasture,” Robert Frost

Practice fluent reading. � Students Choral Read the poem multiple times. � Class analyzes the poem’s meter.



� Teacher models reading aloud with expression. � Students follow along to notice and wonder about the character’s feelings.

23–30 Student-selected poetry

Practice, perform, and assess fluent reading.

� Students practice the fluency passage at home. � Students perform the poem, first with a partner, then for the whole class.

� Students assess their fluency performance. � On the last day, students reflect on their progress.

24 “Street Music,” Arnold Adoff

Practice fluent reading. � Pairs practice reading aloud the poem.

25 “Love That Boy,” Walter Dean Myers

Practice fluent reading. � Pairs practice reading aloud the poem.


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� Teacher models reading with expression. � Students follow along to notice and wonder about events.



� Teacher models fluent reading of the text. � Students follow along to notice and wonder.


Practice fluent reading. � Students independently practice reading with expression. � Students perform a fluent reading for a partner.

Module 21–2 “All Summer in a

Day,” Ray BradburyListen to and track a fluent reading to support comprehension.


1–5 “All Summer in a Day,” Ray Bradbury



7–10 “Dust of Snow,” Robert Frost



9 “Stopping by Woods on a Snowy Evening,” Robert Frost

Practice fluent reading. � Pairs practice reading the poem, alternating stanzas.

11–14 Mountains, Seymour Simon



17 Hatchet, Gary Paulsen



18–22 Hatchet, Gary Paulsen


� Teacher models fluent reading of the passage. � Students practice the fluency passage at home. � In class, pairs practice the fluency passage and provide feedback by using a checklist.

� On the last day, students reflect on their progress.19,

21–22, 27, 29

Hatchet, Gary Paulsen


� Scaffold: Striving readers listen to an audio recording of the text or read aloud with a small group.


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23, 25, 27, 33–34

Students’ own survival stories

Practice and perform fluent reading of one’s own writing.

� In class and at home, students orally rehearse their own survival story.

� In class, students discuss what makes a story engaging for listeners.

� Students perform a reading of their survival story in an Author’s Chair celebration.






� Teacher reads aloud or plays an audio recording. � Students follow along with the recording, pausing to analyze character motivations and the plot.


WIT & WISDOM®


Grade 4 Fluency Text: Excerpt from The Circulatory Story14

Arteries are big. All arteries have thick, elastic walls. These walls have three layers, each with lots of give so they can expand as blood passes through them. The artery you’re traveling in as you leave the left ventricle is called the aorta. It’s the biggest artery in the whole body. It’s an important one, too, because all blood travels through it before heading off to other places in the body.

As you travel through the aorta, you’ll notice that it forms an arch. Like subway tunnels, three blood vessels branch off the top of the arch. These three blood vessels are arteries that carry blood to the head, neck, and arms. The aorta continues on, however, carrying blood downward. The blood traveling through the aorta will eventually branch off to reach the rest of the body, including the lungs, kidneys, stomach, intestines, and legs.15

14 This text is used for fluency instruction and practice in Grade 4 Module 1 Lessons 8–11.15 Corcoran, Mary K. The Circulatory Story. Charlesbridge, 2010, pp. 16–17.


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5 “Nimiipuu Homeland” and “Legend Times,” Nez Perce National Historic Park Museum Collections

Identify and practice elements of fluent reading.

� Teacher models fluent reading. � Class creates Fluency Anchor Chart. � Students Echo Read the passage and reflect on how fluency supports understanding.

5–8 “Nimiipuu Homeland,” Nez Perce National Historic Park Museum Collections


� Students practice fluency passage at home. � On the last day, students reflect on their progress.

6 A variety of short texts from the Nez Perce National Historic Trail website

Listen to a fluent reading to support comprehension.

� Scaffold: Striving readers listen to recordings of short texts to support comprehension.

9 “Coyote and the Monster Story,” J.R. Spencer

Analyze an oral storytelling performance.

� Students watch and listen to a Nez Perce storyteller perform, analyzing how he uses his voice to make the story come alive for an audience.

11 “How Beaver Stole Fire from the Pines” (Nez Perce)

Perform fluent reading to engage an audience.

� Students whisper-read assigned paragraph ahead of oral storytelling practice.

� Small groups practice reading the assigned paragraph with expression and gestures.

� One student from each group performs oral storytelling of the paragraph.

� Students reflect on their experiences as performers and listeners.

10–12 “How Beaver Stole Fire from the Pines” (Nez Perce)





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13–16 Thunder Rolling in the Mountains, Scott O’Dell and Elizabeth Hall



15 Thunder Rolling in the Mountains, Scott O’Dell and Elizabeth Hall

Practice reading with expression to convey character.

� Pairs take turns reading the novel passage aloud with expression to capture the character’s feelings.

� Students reflect on how they used their voices to express feeling. � Scaffold: Striving readers Echo Read character quotation to support understanding of the character’s emotional appeal.




19 Readers’ Theater script adapted from chapter 4 of Thunder Rolling in the Mountains, Scott O’Dell and Elizabeth Hall

Read fluently to deepen comprehension of conflict.

� Small groups read and perform a scene from the novel to deepen understanding of a conflict within the Nez Perce tribe.

� Strong-performing group performs for the whole class. � Class reflects on how the Readers’ Theater work supported their understanding of the conflict.




24 Chief Joseph’s surrender speech from Thunder Rolling in the Mountains, Scott O’Dell and Elizabeth Hall

Listen to and practice a fluent reading to support comprehension.

� Teacher expressively reads the speech aloud as students listen and annotate language that conveys Chief Joseph’s emotion.

� Extension: Pairs take turns reading Chief Joseph’s surrender speech with expression.

� Scaffold: Striving readers listen to a read aloud of text while stronger readers engage in independent reading.




27 Students’ own writing (letters from Sound of Running Feet to Chief Joseph)

Read expressively to engage an audience.

� Students read aloud character letters, practicing fluent reading. � Students reflect on how assignment supports understanding of characters.

29–32 Excerpt from Chief Joseph’s “Lincoln Hall Speech”




WIT & WISDOM®



2 “Who’s on First?” Bud Abbott and Lou Costello

Listen to and practice a fluent reading to support comprehension.

� Students listen to a fluent delivery of the text and then record elements of delivery (i.e., volume, pacing, pitch, word choice, inflection, articulation, pronunciation, body language) on the Fluency Anchor Chart.

2–4 “Who’s on First?” Bud Abbott and Lou Costello



3 “Who’s on First?” Bud Abbott and Lou Costello

Practice adapting oral delivery to an audience.

� Pairs experiment with adapting delivery to the audience. � Teacher notes and gives feedback on delivery.

5–7 The Phantom Tollbooth, Norton Juster



6 “Whether the Weather”

Practice fluent reading. � Students Choral Read the poem in pairs.




13 The Phantom Tollbooth, Norton Juster

Listen to a fluent reading, focusing on how the reader adapts delivery to engage an audience.

� Students listen to an audio version of a passage. � Extension: Students notice how the speaker adapts his voice to engage listeners.




15 Students’ own writing (character snapshot)

Perform fluent reading.

� Students perform a read aloud of character snapshot.



� Students practice the fluency passage at home. � On the last day, students reflect on progress.


Adapt delivery to reading dialogue versus narration.

� Students practice reading aloud with expression, adapting delivery when reading dialogue versus narration.

� Teacher circulates and coaches students on fluent, expressive reading.


Practice reading with expression and varying pitch and inflection.

� Pairs take turns reading a key passage with expression, varying their pitch and inflection for dialogue.





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� As students Partner Read, teacher circulates, coaching students on fluent, expressive reading and modeling as needed.


Adapt delivery to reading dialogue versus narration.

� Pairs read a dialogue exchange between characters, with one reading the dialogue and one reading the narration.








Listen to a fluent reading to support comprehension; practice reading with expression, adapting delivery to read dialogue versus narration.

� Teacher models a fluent reading. � Small groups take turns expressively reading the novel’s climax and resolution, attending to pacing, pitch, volume, inflection, and expression, especially in dialogue versus narration.

36 Students’ own narratives (End-of-Module Task responses)

Perform a fluent reading of one’s own writing, adapting delivery to the audience.

� Students perform an expressive read aloud of their End-of-Module (EOM) Task narratives.


WIT & WISDOM®


Grade 5 Fluency Text: Excerpt from “How Beaver Stole Fire from the Pines”17

Once, before there were any people in the world, the different animals and trees lived and moved about and talked together just like human beings. The pine trees had the secret of fire and guarded it jealously, so that no matter how cold it was, they alone could warm themselves. At length an unusually cold winter came and all the animals were in danger of freezing to death. But all their attempts to discover the pines’ secret were in vain, until Beaver at last hit upon a plan.

At a certain place on Grande Ronde River in Idaho, the pines were about to hold a great council. They had built a large fire to warm themselves after bathing in the icy water, and sentinels were posted to prevent intruders from stealing their fire secret. But Beaver had hidden under the bank near the fire before the sentries had taken their places and when a live coal rolled down the bank, he seized it, hid it in his breast and ran away as fast as he could.18

17 This text is used for fluency instruction and practice in Grade 5 Module 1 Lessons 10–12.18 “How Beaver Stole Fire from the Pines.” The Journal of American Folklore, vol. III, Houghton Mifflin & Co., 1890.


WIT & WISDOM®





1 Bud, Not Buddy, Christopher Paul Curtis

Identify elements of fluent reading.

� Teacher models fluent reading. � Class creates an anchor chart for elements of fluency. Students contribute ideas for how readers demonstrate accuracy, phrasing, expression, and articulation, pacing, and volume.

� Students complete a Quick Write, explaining what fluency is and why it is important.

1–4 Bud, Not Buddy, Christopher Paul Curtis




Examine role of phrasing in fluent reading; practice reading with proper phrasing.

� Pairs practice reading the homework fluency passage, focusing on accuracy.

� Teacher models fluent reading as students annotate the phrasing they hear.

� Students practice fluent reading, using the annotations. � Students suggest additional phrasing annotations, and teacher rereads.

� Students reflect on their experience.3 Bud, Not Buddy,

Christopher Paul Curtis

Examine role of expression in fluent reading; practice reading with expression.

� Pairs practice reading the homework fluency passage, focusing on phrasing.

� Teacher models fluent reading as students annotate the expression they hear.

� Students practice fluent reading, using the annotations. � Students suggest additional annotations for expression, and teacher rereads.

� Students reflect on their experience.4 Bud, Not Buddy,

Christopher Paul Curtis

Examine role of articulation, pacing, and volume in fluent reading; practice fluent reading.

� Pairs practice reading the homework fluency passage, focusing on expression.

� Teacher models fluent reading as students annotate the articulation, speed, and volume they hear.

� Students practice reading the homework passage, integrating all the elements of fluency.

6–9 Bud, Not Buddy, Christopher Paul Curtis




Practice fluent reading; provide feedback to peers on fluency.

� Pairs practice the homework fluency passage and evaluate each other’s fluency performance.


Analyze tone in a passage; practice reading with appropriate tone.

� Students reflect on the tone of the homework passage. � Students annotate the passage for variations in tone. � Class Choral Reads the fluency passage.


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22–25 Out of the Dust, Karen Hesse



24 Out of the Dust, Karen Hesse

Practice fluent reading; provide feedback to peers on their fluency skills.


27–30 Out of the Dust, Karen Hesse



28 Out of the Dust, Karen Hesse

Practice fluent reading; provide feedback to peers on fluency skills.


Module 25 Ramayana:

Divine Loophole, Sanjay Patel

Practice fluent reading to support comprehension.

� Class reviews the elements of fluent reading. � Pairs practice fluently reading a paragraph from the text and then answer questions about it.

5–8 Ramayana: Divine Loophole, Sanjay Patel


� Optional (assigned by teacher): Students practice the fluency passage at home; on the last day, students reflect on their progress.

6 Ramayana: Divine Loophole, Sanjay Patel


� Class reviews the elements of fluent reading. � Pairs practice fluently reading a page from the text and then answer questions about it.

7 Ramayana: Divine Loophole, Sanjay Patel


� Class reviews the elements of fluent reading. � Pairs practice fluently reading a paragraph from the text and then answer questions about it.

10–13 The Odyssey, Gillian Cross



15 The Odyssey, Gillian Cross


� Students review the elements of fluent reading. � Pairs practice fluently reading a paragraph from the text and then answer questions about it.

15–18 The Odyssey, Gillian Cross



23–26 Ramayana, Trans. T.H. Griffith, Book IV Yuddha Kanda



35 Students’ own writing (narrative scene)

Practice fluent reading; provide feedback to peers on fluency.

� Pairs read their narrative scenes, give each other feedback, and revise their scenes according to that feedback.

36 Students’ own writing (monomyth presentations)

Perform fluent reading. � Students fluently deliver their original monomyths in small groups.


WIT & WISDOM®


Grade 6 Fluency Text: Excerpt from Bud, Not Buddy19

Most folks think you start to be a real adult when you’re fifteen or sixteen years old, but that’s not true, it really starts when you’re around six.

It’s at six that grown folks don't think you’re a cute little kid anymore, they talk to you and expect that you understand everything they mean. And you’d best understand too, if you aren’t looking for some real trouble, ’cause it’s around six that grown folks stop giving you little swats and taps and jump clean up to giving you slugs that’ll knock you right down and have you seeing stars in the middle of the day. The first foster home I was in taught me that real quick.20

19 This text is used for fluency instruction and practice in Grade 6 Module 1 Lessons 1–4.20 Curtis, Christopher Paul. Bud, Not Buddy. Laurel-Leaf Books, 2004, pp. 4–5.


WIT & WISDOM®





10 The Canterbury Tales, Geoffrey Chaucer, retold by Geraldine McCaughrean

Identify elements of fluent reading.

� Teacher models a monotone versus expressive reading of the passage.

� Students compare the differences in the two readings to generate a list of “The Elements of Fluency,” including expression, accuracy, enunciation, and pace.

� Students practice at home their assigned role in an upcoming Readers’ Theater performance of “The Miller’s Tale.”

10–15 The Canterbury Tales, Geoffrey Chaucer, retold by Geraldine McCaughrean



11 The Canterbury Tales, Geoffrey Chaucer, retold by Geraldine McCaughrean

Practice fluent reading. � Teacher organizes students into small groups and assigns parts for “The Miller’s Tale.”

� Teacher reviews elements of fluency from the previous lesson. � Students practice their assigned lines, independently and as a group.

� Optional: Students assess their own or their peers’ fluency skills.12 The Canterbury

Tales, Geoffrey Chaucer, retold by Geraldine McCaughrean

Perform fluent reading. � Volunteers perform a Readers’ Theater of “The Miller’s Tale.”

16–20 The Canterbury Tales, Geoffrey Chaucer, retold by Geraldine McCaughrean



20–23 The Midwife’s Apprentice, Karen Cushman



23 The Midwife’s Apprentice, Karen Cushman


� Teacher reviews elements of fluency. � Small groups read chapter 6, with each student playing a role of the narrator, Alyce, or the other characters.

� Students reflect on fluency successes. � One group performs for the class. � Students analyze a key event from the chapter based on their fluent performance.


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� Optional (assigned by teacher): Students practice fluency passage at home; on the last day, students reflect on their progress.



� Optional (assigned by teacher): Students practice fluency passage at home; on the last day, students reflect on their progress.

34 Students’ own writing

Practice fluent reading; provide feedback to peers on fluency skills.

� Students review elements of fluency. � Students prepare for fluent reading by annotating their End-of-Module (EOM) Task narratives.

� Pairs fluently read narratives and provide each other with feedback on their performance.


Perform fluent reading; provide feedback to peers on fluency skills.

� Students perform their narratives for the whole class. � Observers note strong aspects of the performance and aspects that may need improvement.

Module 23–6 Code Talker,

Joseph Bruchac Practice and assess fluent reading.


8–11 Code Talker, Joseph Bruchac









27–30 Farewell to Manzanar, Jeanne Wakatsuki Houston and James D. Houston




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Grade 7 Fluency Text: Excerpt from The Canterbury Tales21

Below the smoking walls of Thebes, two thousand men grappled, sword to sword and hand to hand. The battle between the forces of King Creon and the troops of Duke Theseus was long, fierce and bloody. And when it was over—when Creon’s army had been put to flight—the ground was carpeted with fallen knights.

Athenian soldiers, searching the battlefield for their own wounded companions, found two young knights lying side by side. But as they stepped across the two bodies, one stirred, groaned, and opened his eyes. “Arcite! Cousin! Where are you?” he whispered.22

21 This text is used for fluency instruction and practice in Grade 7 Module 1 Lessons 10–15.22 Chaucer, Geoffrey. The Canterbury Tales. 1475. Adapted by Geraldine McCaughrean. 1984. Puffin Classics, 1996, p. 7.


WIT & WISDOM®


Grade 8 Modules 1 and 2 Fluency InstructionDirections: Review the following chart, which outlines fluency instruction in Grade 8 Modules 1 and 2. Note how the modules address teaching, practicing, and evaluating fluency.


1 “Dribbling” from The Crossover, Kwame Alexander

Annotate for fluent reading, with attention to expression and pace.

� Teacher uses a series of questions to guide students to annotate a poem from the text to read aloud.

� Teacher emphasizes the importance of reading with expression and pace.

� Students annotate the poem with partners. � One or more pairs perform the poem. � Students write about speaker’s identity.

1–5 “Basketball Rule #1” from The Crossover, Kwame Alexander



3 Students’ own writing (similes)


� Students read their similes fluently, focusing on using voice and volume to express the mood.

6 “Basketball Rule #1” from The Crossover, Kwame Alexander

Students’ own writing (poems written by using poem frames)


� Students perform poem in small groups. � Students assess their growth as fluent readers. � Students fluently read original poems in pairs.

6–10 “Second Person” from The Crossover, Kwame Alexander



8 “Dear Jordan” from The Crossover, Kwame Alexander

Practice fluent reading. � Pairs read poem fluently, with one reading it horizontally and the other vertically.

10 “At Noon, in the Gym, with Dad”; “Article #1 in the Daily News” from The Crossover, Kwame Alexander

Read fluently to understand influence of structure on meaning.

� Students fluently read the “At Noon” poem aloud to answer a question about how the structure of the two-word lines contributes to what happens in the poem.

� Small groups fluently read “Article # 1 in the Daily News” aloud.

11 “Second Person”; “Gators Fall in Quarterfinals” from The Crossover, Kwame Alexander


� Students perform “Second Person” poem in small groups. � Students assess their growth as fluent readers. � Students fluently read “Gators Fall in Quarterfinals” in pairs.


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11–16 “At Noon, in the Gym, with Dad” from The Crossover, Kwame Alexander



13 “Mom, since you asked, I’ll tell you why I’m so angry,” from The Crossover, Kwame Alexander

Practice fluent reading. � Students fluently read the poem in small groups.

17 “At Noon, in the Gym, with Dad” from The Crossover, Kwame Alexander

A poem of students’ choice from The Crossover

Perform and assess fluent reading; practice and assess fluent reading.

� Students perform “At Noon, in the Gym, with Dad” in pairs. � At home, students practice self-selected poem.

18 “Sometimes Silence Is the Loudest Kind of Noise,” Bassey Ikpi

“At Noon, in the Gym, with Dad” from The Crossover, Kwame Alexander

Listen to, observe, and analyze a model of poetic performance; annotate a poem for a poetic performance; practice and assess fluent reading.

� Students watch a video of a poetic performance, recording observations.

� Students watch the performance again, annotating words or phrases the poet emphasizes through volume or tone, and places where the performance is influenced by the poem’s structure or punctuation.

� Students define and create a class anchor chart with characteristics of spoken word poetic performances.

� Students annotate “The Last Shot” for a poetic performance. � Pairs share their annotations or perform the poem for the class. � Class discusses different oral interpretation choices. � At home, students practice fluency passage.

19 “Nikki-Rosa,” Nikki Giovanni

“Slam, Dunk, & Hook,” Yusef Komunyakaa

“At Noon, in the Gym, with Dad” from The Crossover, Kwame Alexander

Listen to, observe, and analyze models of poetic performances; annotate a poem for a poetic performance; practice and assess fluent reading.

� Students watch videos of poetic performances, recording observations.

� Students read aloud and analyze an assigned poem. � Students consider how to tailor performance to a specific audience.

� Students perform their assigned poem for a specified audience. � Students define and create a class anchor chart with characteristics of spoken word poetic performances.

� Students annotate “The Last Shot” for a poetic performance. � Pairs share their annotations or perform the poem for the class. � Class discusses different oral interpretation choices. � Students practice the fluency passage at home.

20 “At Noon, in the Gym, with Dad” from The Crossover, Kwame Alexander


� Students perform the poem in pairs. � Students consider how they might change their reading of the poem after the Socratic Seminar discussion of oral expression.

� Students reread the poem with attention to improving or adapting their choices around expression.

� Students reflect in writing on how they changed their reading and why.


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20, 22 A poem of students’ choice from The Crossover, Kwame Alexander



21 A poem of students’ choice from the Focusing Question Task

Annotate for and practice fluent reading; provide feedback on fluent reading.

� Students annotate a poem of their choice by using elements from a poetry performance checklist.

� Students practice their poems in small groups. � Peers provide feedback on performances. � Students practice their Focusing Question Task poem at home.

22 A poem of students’ choice from the Focusing Question Task

Students revise plan for oral performance.

� Students write a revision they made to their oral performance and explain why they made the change.

23 A poem of students’ choice from The Crossover, Kwame Alexander


� Students perform poems for the class.



� Students perform poems for an audience in a setting the teacher selects.

Module 21–4 “The War to End

All Wars,” Shari Lyn Zuber



5 “The War to End All Wars,” Shari Lyn Zuber


� Students perform the homework passage in small groups. � Students assess their growth as fluent readers.

7–11 All Quiet on the Western Front, Erich Maria Remarque (translator A. W. Wheen)



12 “The War to End All Wars,” Shari Lyn Zuber







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18 “In Flanders Fields,” John McCrae

“Dulce et Decorum Est,” Wilfred Owen

All Quiet on the Western Front, Erich Maria Remarque (translator A. W. Wheen)

Hear a model of and practice fluent reading; perform and assess fluent reading.

� Students Echo Read the poems. � Students take turns reading lines of poems in small groups and then analyze the poems.


18–26 “Dulce et Decorum Est,” Wilfred Owen

“In Flanders Fields,” John McCrae



19 “Dulce et Decorum Est,” Wilfred Owen


Practice fluent reading, focusing on mode of address or the relationship between speaker and audience.

� Students review elements of oral expression of poetry from Module 1.

� Pairs consult about how they will read a poem to enact a mode of address.

� Pairs jointly read poems to another pair. � Students reflect on how their read aloud emphasized modes of address and how listening to the poem affected their understanding.

� Extension: Students listen to audio versions of poems.27 “Dulce et Decorum

Est,” Wilfred Owen



� Students perform the homework passage in small groups. � Students assess their growth as fluent readers. � Students respond to question about how the poem they chose builds their understanding of the psychological effect of war.




30 All Quiet on the Western Front, Erich Maria Remarque (translator A. W. Wheen)



33 Students’ own writing (poems)

Perform fluent reading of one’s own writing.

� Students perform their poems.


WIT & WISDOM®


Grade 8 Fluency Text: Excerpt from The Crossover23

In the game of life

your family is the court

and the ball is your heart.

No matter how good you are,

no matter how down you get,

always leave

your heart

on the court.24

23 This text is used for fluency instruction and practice in Grade 8 Module 1 Lessons 1–5.24 Alexander, Kwame. The Crossover. Houghton Mifflin Harcourt, 2014, p. 20.


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