Name: Laura Dodson
Mini Lesson on Fluency
Mini Lesson Topic
Name the teaching point.
Materials
Gather materials, more text…
Connection
Tell them what you taught the
previous lesson. During the last
workshop, we learned how to…
Explicit Instruction
Tell them how to do it. Watch
me do it… or Let’s take a look at
how (author) does this when
s/he writes
Guided Practice
Ask them to try it out with a
partner, or with you for a few
minutes. Now try it out with a
partner…
Independent Practice
Remind students how the
teaching point can be used in
independent writing. (There
should be a link between the
mini lesson and the students’
independent writing lives).
Group Wrap Up
Restate the teaching point. Ask:
Did you try what was taught?
Did it work for you? How will it
affect your future writing?
Topic: Oral Reading
Reading Text Orally
3.FL.F.5 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding of
words; reread as necessary.
 Plays printed out for the students to read
 Paper (for Anchor Chart)
 Markers
 Students’ writing journals
In the previous lesson, the students worked on reading various texts that are on the
appropriate grade level. The teacher explained the purpose of reading so that the
students would understand the goal of reading. After the class discussion on
fluency, the students read independently in order to practice fluency.
The teacher will begin the lesson with the Fluency Anchor Chart (attached at the
bottom of the document). She will explain the components of a fluent reader.
(Accuracy, expression, reading smoothly, a natural pace, and comprehension.) The
teacher will then introduce how to read plays and dialogue by explaining the layout
of a play. The teacher will walk through how to read stage directions. The teacher
will have students read through an example play in the reading text book. This
activity will be read by the teacher, and the students should follow along with their
reading finger.
The teacher will pair the students up into groups of 2. In these groups, the students
will read through a two-person play (attached at the bottom of the document). This
will give the students practice in reading through a play. This activity will also
increase their fluency as they read and listen when their partner reads. The students
will read through two plays before they can move along to the next activity. The
teacher will be walking around the room during this time and be available to assist
students or answer any questions.
For the independent practice, students will choose a text that is a grade level above
to read. This will help them to increase their fluency and vocabulary. Students will
read the text and then respond to the text by writing in their writing journals. Since
we have been talking about reading with a purpose, the teacher will give the
students a writing prompt before they read. The prompt is, “If the story you just
read could continue on, what would happen next?”
To wrap up, the teacher will ask, “What makes students fluent readers?” We will
discuss how they were able to practice those skills in their group reading and
independent reading. The teacher will ask, “How can this improve your fluency skills
for future reading?”