We are moving our free videos to YouTube and retiring student functionality on 7/15. Learn more

Lesson plan

Lesson 14 - Fluency

  • From EL Education Language Arts
  • Created by
  • Standards
  • Tags
teaches Common Core State Standards RF.2.4.b http://corestandards.org/ELA-Literacy/RF/2/4/b
teaches Common Core State Standards RF.2.3.a http://corestandards.org/ELA-Literacy/RF/2/3/a
teaches Common Core State Standards RF.2.3.f http://corestandards.org/ELA-Literacy/RF/2/3/f
teaches Common Core State Standards RF.2.3 http://corestandards.org/ELA-Literacy/RF/2/3
teaches Common Core State Standards RF.2.4 http://corestandards.org/ELA-Literacy/RF/2/4
teaches Common Core State Standards RF.2.4.c http://corestandards.org/ELA-Literacy/RF/2/4/c
Print / PDF
Press ESC or click here to exit full screen

Tip: swipe on touch devices, use your keyboard's ← and → arrow keys, or clicker buttons to quickly navigate the lesson plan

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson plan.

Lesson 14 - Fluency

About this lesson

To learn more about this lesson, read the Lesson 14 Overview found under the Additional Materials tab.

Daily Learning Targets 

  • Opening A: I can find regularly spelled high-frequency words in a list of words.
    • I can explain that single vowel letters in one-syllable words usually have short vowel sounds.
    • I can explain that vowel team spellings usually have long vowel sounds.
    • I can read second-grade words that “don’t play fair” (irregularly spelled words).
  • Work Time A: I can read a text fluently (smoothly, with expression and meaning, rereading, and self-correcting when necessary).
    • I can read with appropriate phrasing while paying attention to punctuation.
    • I can read with expression and meaning.
    • I can reread when something doesn’t make sense or sound right.

In Advance 

  • Prepare:
    • Snap or Trap Word List (write the following words on index cards: “can,” “was,” “some,” “we,” “but,” “put,” “have,” “them,” “that,” “from,” “are”).
    • Snap or Trap T-chart.
    • Interactive Word Wall.
  • Enlarge the selected excerpt from the Decodable Reader: “Do Fish Eat Cheese?”
  • Write the following Rules of Fluency index cards: “smoothly,” “with expression,” “with meaning,” “just the right speed.”
  • Predetermine partnerships for Opening A and Work Time A.
  • Gather materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher).

Vocabulary

  • Lesson-specific: elements, excerpt, expression, fluency, frequently, grapple, phrase

 Digital Materials Preparation:

  • Prepare to display the lesson or assign it to students before class.
  • For digital assignments, ensure that students have access to a digital device. 

Materials 

  • Snap or Trap Word List (one of each)
  • Snap or Trap T-chart (one for teacher use)
  • Interactive Word Wall (one to display)
  • Enlarged selected excerpt (pages 4–5) from the Decodable Reader: “Do Fish Eat Cheese?” (one for display)
  • Rules of Fluency index cards 
  • Individual copies of Excerpt from the Decodable Reader: “Do Fish Eat Cheese?” (pages 4–5) (one per student)

 

 

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.