Unit title: Reading Fluency Grade level: 5 grade (SPED) Subject: Reading Fluency

Key words: Fluency

Designed by: Ashley Monden/Reading Fluency
Time frame: Second to fourth quarter

Brief summary of unit

In this unit I will be covering the standard core goals 5.RF.4 Fluency & 5.RF.3 Phonics and word recognition. Students will gain
understanding of the importance to being a fluent reader and understand why fluency is needed. In this unit I will be using graphic
organizers to aid student’s understanding. I will use clarifying questions to improve comprehension. Lastly I will be using the K-W-L
worksheet to help students with prior knowledge and reflection.

Reflection:
When thinking of a lesson I wanted to create I decided that fluency would suit my students the best. Keeping my students in
mind it make me dig deeper in wanting to address each students diverse needs. It provided me with a clear guideline on what I
needed to include in the unit and help me with my thought process on how to set up the lessons.
I chose to use this topic because a lot of the students I work with are students with special needs. While looking through a
few students Individualized Education Program (IEP) I noticed that a lot of them struggle with reading fluency. I was able to take a
small group of students and work with these students on improving their fluency when reading. I first started this unit by teaching
students the step-by-step procedures on how to improve their reading. I’m currently guiding the students through each reading, but
I’m slowly teaching students to gain independence. My next step is to move toward pair readings.

Stage 1 Desired Results

ESTABLISHED GOALS
5RF.4 Reading Foundational Skills: Fluency
5.RF.3 Reading Foundational Skills: Phonics
and word Recognition.
Transfer
Students will be able to independently use their learning to…
- Read informational text with fluency
- Develop comprehension through repetitive reading strategies
- Operate in small group setting
STUDENT INDIVIDUAL GOALS:
AA- will improve his reading fluency skills by
reading with sufficient accuracy and fluency to
support his comprehension skills. Given a
story or passage to read at his instructional
reading level, AA will use context to confirm
or self-correct word recognition and
understanding, rereading as necessary 8 out
of 10 opportunities
LB- Given a passage or text at his grade level,
Lincoln will read with sufficient fluency and
accuracy to support his understanding with
80% accuracy
TC- Given a grade level passage, TC will read with
sufficient fluency and accuracy to support his
understanding with 80% accuracy.
RM- Given a passage up to the 4th grade level,
RM will read with sufficient fluency and 80%
accuracy, 4 out of 5 trials.
MN- Given a passage to read at her grade
level, MN will read with sufficient accuracy
and fluency to support comprehension with
80% accuracy
GY- Given a grade level passage, GY will read
with sufficient fluency and accuracy to
support his understanding with 80% accuracy.
- Operate with a partner
Meaning
UNDERSTANDINGS
- Students will understand that it’s
important to read text with accuracy
and fluently to support
comprehension.
- Students will understand that when
reading the text it’s important to pay
attention to punctuations.
Acquisition
Students will know…
- The routine of reading together in a
small group setting and with partners.
- The procedures on how to keep track
of peer readers if errors are noticed.
- What strategies are needed to read
fluently.
ESSENTIAL QUESTIONS
- What does fluency look like?
- Why is fluency needed?
- What does it look like to read
fluently?
- Why is reading important?
Students will be skilled at…
- Reading text with fluency to increase
comprehension
- Increase reading comprehension with
repetitive text reading.
- Giving positive peer feedback on
reading.
- Explaining/paraphrasing the main
points from the story.

Evaluative Criteria
Students will be assessed based on teacher
observations of student’s reading based on
the fluency rubric and students fluency bar
grid.
Students will be observed based on their
reading fluency in a small group setting.
The teacher will redirect students if they go
off topic. (Refocus and redirection).
Quarter 2
(Going over procedures for paired reading) Initial assessment
⚫ Read the title of the story together
⚫ Ask students to think about what fluency is; discuss
⚫ Ask students what they think the story is about (KWL-KNOW)
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK (S):
- Students will use and fill out graphic organizer to show what they are learning.
- Students will show that they can work together in a small group setting by engaging
appropriately with their peers.
- Students will prove that they are working productively by their peer feedback and their
K-W-L worksheet that they fill out during each reading group.
OTHER EVIDENCE:
- Students reading will be observed by the teacher.
- Students will show that they can give positive feedback in a small group setting
- Students will show productivity of work by turning in their finished K-W-L worksheet at
the end of each group session.
- Students will use their fluency bar grid to keep track of their fluency reading.
Student self-assessment and reflection:
- Students will be able to assess what they know about the topic from filling out the K
section of the K-W-L worksheet.
- Students keep track of their improvement using a graph.
- Students will be able to assess what they wonder about the topic from filling out the W
section of the K-W-L worksheet.
- Students will assess what they learned after the reading by filling out the K-W-L graphic
organizer that will serve as a basis for students understanding of basic components.
- Students will assess their own reading by completing their fluency bar grid.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
 ⚫ Instruct students to open their folders and take out reading worksheet for the day.
⚫ Teacher will read the story to the students
⚫ Teacher timer set to 1 minute
⚫ Instruct student who is recording to put a bracket after the last word of the student who is reading when timer beeps.
⚫ Instruct student who is recording to put a slash over the word that was missed or mispronounced by reader.
⚫ Time 3 one-minute readings for each student
⚫ Ask students to write down what they wonder about the story (Wonder) KWL.
⚫ Ask students to pick a reading expression card.
⚫ Teacher reads out loud using an expression card that teacher picked.
⚫ Students turn to read using their expression card.
⚫ Teacher use rubric for students initial reading fluency assessments.

⚫ Discussion: The expression that each student used when reading.

- Each student reads aloud with focus on the criteria written on the expression card
- Students participate in discussion about the expression used
⚫ Students asked to write in KWL (Learned) on what was learned from story.
⚫ Students will also fill out their fluency bar grid to keep track of their own progress.

During this lesson the teacher will read the story first (I do) to provide an example on reading fluency then students will follow. Students will
learn the procedures to work together in a group or with a partner (we do). Students will receive examples on how to read with the different
expressions that are on each fluency expression card. Students will keep track of their own progress by using the fluency bar grid. Students will
remember to stop at periods and how to change their tone of their voice when using an exclamation mark.
Summary of Key Learning Events and Instruction
Quarter 3
(Students independently read with partner)

⚫ Read the title of the story together

⚫ Ask students what they think the story is about (KWL-KNOW)
⚫ Students will fill out worksheet under “know”.
⚫ Instruct students to open their folders and take out reading worksheet for the day.
⚫ Students pick a partner to read with (independent tasks)
- Students will pick up their reading folders
- Students will pick up a timer
 - Students will set timers individually 3 (1 minute)
- Students will individually time their partner reading
- Student timer will put a bracket after the last word that their partner read.
- Student recorder will put a slash over the word that was missed or mispronounced by reader.
⚫ Teacher will remind students after their first reading to write down what they wonder about the story (Wonder) KWL.
⚫ Students continue with pair reading until each student has read 3 (1 minute).

⚫ Students will pick a reading expression card.

⚫ Students will read with their partner one last time (not timed) using their expression card.
⚫ Students will give/get feedback from their partner on their reading based on their focused expression.

⚫ Students asked to write in KWL (Learned) on what was learned from story.
⚫ Students fill out their fluency bar grid.

During this lesson students will take responsibility to work independently with a partner (you/they do). Teacher will redirect students
if students appear unfocused.
Summary of Key Learning Events and Instruction
Quarter 4
(Students will independently read with partner) Ending assessment

⚫ Students will fill out K-W-L worksheet and write down what they know about the reading.
⚫ Student will fill out K-W-L worksheet and write down what they wonder about the reading.
⚫ Students pick a partner to read with (independent tasks)
- Students will pick up their reading folders
- Students will pick up a timer
- Students will set timers individually 3 (1 minute)
- Students will individually time their partner reading
- Student timer will put a bracket after the last word that their partner read.
- Student recorder will put a slash over the word that was missed or mispronounced by reader.
⚫ Students will record their reading fluency score on their fluency bar grid.
⚫ Students will fill out what they learned (alternate ending)
⚫ Students will pick a fluency expression card that they would like to use on their final reading.
 ⚫ Students will stand and read out-loud to the group using the fluency expression card that they picked (Their choice).
⚫ Teacher use rubric for students’ final reading fluency assessments.
⚫ Students listening to the reader will all give positive feedback on their reading.
⚫
⚫ Teacher will ask students to reflect on their progress.
- What did you notice about your reading?
- Did your reading word count increase?
- Why do you think your word count increased?
- What is your favorite fluency card and why?

On this final lesson students will receive their final assessment based on their reading fluency. Students will read aloud to the rest of the group
and use a fluency card of their choosing. Students that are the audience will all give positive feedback on the reader.