Title of lesson How to Read Fluently Grade level 5/ 6

Subject ELA Topic Fluency

Relevance We have been doing a lot of reading the novel “Hatchet” over the
past few weeks and students would benefit from a lesson on proper
oral fluency. During these reading activities, we do group sessions in
which students read aloud for the whole class. As such,
demonstrating how to properly read, utilize punctuation and
implement expressions is something that students should have
opportunities exploring.

Resources Required ● Hatchet novels

● Lined Paper
● Pencil
● Whiteboard

QEP Subject Area Competency 1: Students will be reading to their peers following
Competencies proper fluent expectations. These expectations will be highlighted at
the beginning of the lesson as a class. Additionally, students will be
listening to each other and commenting on whether they have
displayed proper, fluent reading.
Competency 3: Students are displaying that they understand what
“fluency” looks and sounds like. They will be explaining what goes
into proper fluent speaking and how to execute this.

Learning Objectives ● Introduce students to the concept of “fluency” and reading

“fluently”. (Have students know these definitions through the
demonstration of the lesson).
● Students will develop a better understanding of “good/fluent”
reading and “bad/non-fluent” reading and create a comparative
chart of these two styles of reading.
● Students will practice their reading fluency with small groups.

Essential Question(s) How do we read fluently?

What makes a good oral reader?
Why is it important to read fluently?

Lesson Introduction (hook): Student will know:

Timing
I will start by reading a paragraph of text
poorly. One time, too fast. Secondly, too
slow. Third, no respect for punctuation.
Fourth, no emotion.
● Students will be introduced to the
vocabulary “fluency” and “fluently”.
● Students will know what proper fluent
speaking should be like.
 After each part, students will be asked what
was wrong with my style of reading. Then,
5-10 we will create a chart of fluent and non-
mins fluent characteristics.
I’ve attached the chart below of what I’m
expecting students will say.
Development (Learning activities – step
by step sequential procedure):
We will have a class discussion about what
effective and ineffective reading looks like.
10 mins We can make a chart in which one column
has “positives” and the other has “things to
avoid”.
Students will then be placed in groups of 2
and each have their respective roles:
1. Leader: Your goal is to make sure
15 mins
everyone has a chance to
read/speak/comment. You decide
who will read next. You ask the
group, “does anyone else have
something to add?”. Engage
discussion.
2. Time-Keeper: Your goal is to make
sure the group is on task and does
not get distracted. You make sure
that each member has enough time
to read and get
comments/feedback from the rest
of the group.
3. Note-Taker: Your goal is to write
down some point-form notes about
the discussion and about
comments made for each member.
Write clear and brief/ short.
4. Speaker: Your goal is to add to the
whole group discussion after the
activity is over. You will use the
note-taker notes to help you explain
to the rest of the class what your
group has realized or learnt from
each other.
● Students will know the pros and cons
of fluency.
Students will understand:
● The demonstration will allow students
to understand that non-fluent reading
does not engage the listener and does
not express the message clearly.
● Additionally, students will understand
what is needed to engage in fluent
speaking.
Students will do:
● Students will witness non-fluent
reading which will assist in the
development of a characteristic chart
for both “fluent” and “non-fluent”
reading (that will be done as a class).
● Students will practice reading fluently
in small groups.
● Students will explore how to read
orally in fluent manners.
Cross Curricular Competencies:
To Use Information: Students will be
utilizing the information that is shared with
them to explore the idea of fluency.
To Communicate Appropriately:
Students will be communicating
appropriately based on the expectations
outlined through the “fluency lesson”.
They will learn about fluency and be
expected to demonstrate it to the best of

Closure (transition):
The whole class will regroup and
discuss what they have learnt from the
shared reading group activity.
Some things students might say:
their abilities.
To Adopt Effective Work Methods:
Students will be working in small groups
and must work to the best of their abilities
in an equal and reasonable manner.
Broad Areas of Learning:
Personal and Career Planning:
Students have an opportunity to explore
how to properly read stories or engage in
public speeches. This lesson will help
students when engaging in any oral
activities for the future.
Citizenship and Community:
As this is a group activity, students will
have the opportunity to display that they
are able to work positively with their
peers.
Health and Well-Being:
Students have an opportunity to engage
with the novel with their peers. They will
be working together towards a common
goal and will be receiving feedback from
their peers.
Universal Design for Learning/
Differentiation:
● Students are working in groups and will
be able to participate with what they
excel at.
● Each student is given a role and will
engage with their peers within this role.
FORMATIVE - Assessment FOR learning:
Utilizing the “silent thumb” is a great tool to
assess students' learning/ knowledge as the
lesson progresses. I will use this throughout
the lesson to check for understanding.
Students will be prompted throughout the
 - Our group realized that when
we tried to read fluently, the
readers paid more attention
than when we read differently.
- It was difficult to remember each
characteristic of reading fluently.
- Reading with expression made
it more fun.
- We enjoyed listening to others
when they were reading fluently.
lesson as a form of checking their
understanding.
FORMATIVE - Assessment AS learning:
As the lesson progresses, students are
discussing with their peers and will
demonstrate their learning/ knowledge through
this. Additionally, students are fulfilling the role
that they have assigned to the best of their
ability.
SUMMATIVE - Assessment OF learning:

We discussed that this lesson might be

a bit short and have added this:

After this portion of the lesson, students

will each read a journal entry that their
15-20 partner wrote. Yet again, students will
mins be expected to read fluently and the
partner that is listening will be
monitoring this. We can discuss how
the student who is reading out loud will
offer feedback or give edits to the
student who wrote the journal entry.
This can be a bridge activity to future
peer editing assignments that could
involve essay writing. From this,
students will learn that it is beneficial to
not only have a friend proofread their
essay’s for them, but it is also beneficial
to read these essays out loud as it
allows a greater chance to identify
errors.

Further considerations (follow up activities)

· During any future reading activities, students will be expected to read fluently and
display proper fluent behaviors. Students can explore fluency further by looking
into the usage of punctuation and grammar with respect to fluent speaking.
Students can have opportunities to display proper fluent speaking during future
reading activities or public speeches.
Example of a possible chart created as a class:
Fluent/ ‘good’ reading
● Reasonable pacing
● Respect for punctuation
● With expression/emotion
● (Read like you enjoy what you are
reading/saying)
Non-fluent/ ‘bad’ reading
● Too fast
● Too slow
● Skipping over periods and non-
respecting punctuations
● Reading with no emotion
● (Reading like a robot/ mono-tone)