Emilee Wirth

Literacy 3
Sister Barzee
April 30, 2016

Topic: 6+1 Trait, Sentence Fluency

Standards:
CCSS.ELA-LITERACY.L.5.3.A

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Objective: SWBAT correctly define and demonstrate knowledge of the Sentence Fluency Trait
by recognizing sentence structure. This will be assessed through two scrambled sentences read
independently and must be passed with a 50% accuracy.
Materials Needed: Worksheet with complete and incomplete sentences, sentence stretcher, books
listed below, sentence strips, and blank pieces of paper.
Gain Attention: Welcome class, today boys and girls I want you to pay close attention to what
we are learning. If you hear my voice, that means to stop talking and look up. Come sit on the
floor near me so we can get started. Throw all the words into the air. Ask specific children to
pick one word up and put together what they think a fluent sentence is. Can anyone guess what
sentence fluency is?
Sentence being used, Mary had a little lamb.
Prior Knowledge: Students know and understand what a sentence is and that multiple sentences
make up a paragraph and sometimes it leads into a story.
Input and Modeling:

Define Sentence Fluency: Sentence Fluency is the rhythm and flow of the language, the
sound of word patterns; the way in which the writing plays to ear, not just to the eye.
Read the story with words covered up.
Read the book over again to help the children understand the full concept of the book.
Sentence stretcher activity.

Books being used:

1. The Napping House
Check for Understanding: Students will be given the worksheet sentence stretcher. This allows
them the opportunity to see what complete sentences look like when information is present. Base
the sentence off the book read previously.

Guided Practice: Students will get into groups of 2 or 3 and cut out incomplete and complete
sentences that have fluency and glue them in the correct column together.
Closure: From this lesson we get that it is hard to comprehend what you are reading without
sentence fluency being present. With practice, all students are able to come to a different degree
of fluency.
Independent Practice: Children will be given two sentences with the words separately cut, just
like our first activity together. They will have five minutes to put together a fluent sentence.
Sentence one being used, Take me out to the ball game.
Sentence two being used, Twinkle twinkle little star.
Reflection:

Name: ____________________

Sentence Stretcher
Who?

Did what?

Where?

Why?

Name: ____________________

Sentence Stretcher
Who?

Did what?

Where?

Why?

Mary had a little lamb.

Twinkle twinkle little star.
Mary had a little lamb.

Twinkle twinkle little star.

Mary had a little lamb.
Twinkle twinkle little star.
Mary had a little lamb.
Twinkle twinkle little star.
Mary had a little lamb.
Twinkle twinkle little star.
Mary had a little lamb.
Twinkle twinkle little star.
Mary had a little lamb.
Twinkle twinkle little star.