Marisol Terrones

March 6, 2017
Fluency Lesson Plan
Objective: Students in this 3rd grade class will practice their fluency skills with paying
attention to reading with expression in poems.
TEKS:
(3) Reading/Fluency. Students read grade-level text with fluency and comprehension.
Students are expected to read aloud grade-level appropriate text with fluency (rate,
accuracy, expression, appropriate phrasing) and comprehension.
Materials: Book- Hailstones and Halibut Bones by : Mary ONeill
Anticipatory Set: The teacher will read the poem, What is Red? from the book
Hailstones and Halibut Bones by: Mary ONeill. The teacher will present the group of
students with an enlarged picture of the poem and she will read the poem with
expression.
Teaching:
o Input: In todays class, we will practice reading with expression.
o Teacher Modeling: The teacher will model the poem, What is Red? from the
book Hailstones and Halibut Bones by: Mary ONeill. Before the teacher reads
the poem, she will review the kinds of punctuations such as exclamations,
periods, question marks, and quotation marks. The teacher will also explain how
these punctuations give emotion and expression. The teacher will read the poem
like a robot with no expression for the first round in modeling. According to
ONeill (1961),
Red is a shout
Red is a signal
That says: Watch Out!
Red is a great big
Rubber ball (p.34).
The teacher will read the poem again but with expression, and she will emphasize
punctuation while reading. The teacher will ask students which sounded better?
They will discuss the differences.
 Guided Practice / Monitoring: Students will echo read the poem, What is Red? from
the book Hailstones and Halibut Bones by: Mary ONeill. Students will then choral read
the same poem to practice expression and fluency.
Closure: Students will choral read aloud the poem What is Black? from the book
Hailstones and Halibut Bones by: Mary ONeill.
Independent Practice: Students will get into groups of three and echo read the poem,
What is Black? from the book Hailstones and Halibut Bones by: Mary ONeill. To
determine the order of who will echo read first, each group will be given a dice. Whoever
rolls the highest number goes first, and then second and third in leading echo reading.
Formative Assessment: One Minute Reading Assessment. The student will read the
poem, What is Black? from Hailstones and Halibut Bones by: Mary ONeill. The
teacher will determine how many words the student can read per minute. The student will
be given a minute to read the poem at their pace and the miscues by the student would be
subtracted from the total amount of words read by the student (Cockrum & Shanker,
2013, p.278).

References:
Cockrum, W.A. & Shanker, J.L. (2013). Developing Reading Fluency. In the Ramos, A.M. (Ed.),
Locating and Correcting Reading Difficulties (p. 269-278). Boston, MA: Pearson.
ONeill, M. (1961). Hailstones and Halibut Bones. New York, NY: Delacorte Press.
Texas Education Agency. (2010). Chapter 110. Texas Essential Knowledge and Skills for English
Language Arts and Reading. [Data File]. Retrieved from
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.pdf