Learning Activity

Word Study Lesson--Fluency Passage with Partners

Subject Area

English Language Arts

Grade(s)

1, 2, 3

Overview

During this learning activity, students will identify phonics skill-specific words in a passage and then get with a partner to read the passage to become more fluent in their reading. This learning activity can be used with any fluency passage that targets a specific skill. The digital resource attached to this activity has free r-controlled vowel passages available, but any skill-specific passage that is grade-level appropriate will work. 

This activity was created as a result of the ALEX Resource Development Summit.

English Language Arts (2021) Grade(s): 1

ELA21.1.7

Apply knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately both in isolation and within decodable, grade-appropriate texts.

Unpacked Content

UP:ELA21.1.7

Vocabulary

  • Phoneme-grapheme correspondences
  • Word-analysis skills
  • Decode
  • Encode
  • Isolation
  • Decodable, grade-appropriate texts

Knowledge

Students know:
  • Phoneme-grapheme correspondences.
  • Word-analysis skills.

Skills

Students are able to:
In isolation and within decodable, grade-appropriate texts,
  • Decode and encode words by applying phoneme-grapheme correspondences.
  • Decode and encode words using word-analysis skills.

Understanding

Students understand that:
  • Graphemes (letter symbols) represent specific phonemes (sounds) they can use to decode (read) words.
  • Phonemes (speech sounds) can be represented by graphemes (letter symbols) to encode (spell) words.
  • Word-analysis skills are used to determine how to decode or encode based on position, adjacent letters, etc.
English Language Arts (2021) Grade(s): 1

ELA21.1.9

Read grade-appropriate texts with accuracy and fluency.

Unpacked Content

UP:ELA21.1.9

Vocabulary

  • Grade-appropriate texts
  • Accuracy
  • Fluency

Knowledge

Students know:
  • Accurate reading is correctly decoding words.
  • Fluent reading is reading at a rate that supports their overall understanding of the text.

Skills

Students are able to:
  • Read grade-appropriate texts accurately and fluently.

Understanding

Students understand that:
  • To make meaning of text, they must accurately decode words and read at a rate that supports their comprehension.
English Language Arts (2021) Grade(s): 2

ELA21.2.10

Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context.

Unpacked Content

UP:ELA21.2.10

Vocabulary

  • Phoneme-grapheme correspondences
  • Multisyllabic word construction
  • Syllable division principles
  • Decode
  • Encode
  • Isolation
  • In context

Knowledge

Student know:
  • Spoken words can be represented in print by using letter symbols (graphemes) to represent sounds (phonemes).
  • Printed words can be read by saying the sound (phoneme) that is represented by the letter symbols (graphemes).
  • Multisyllabic words contain more than one syllable, and multisyllabic words can be constructed by combining individual syllables.
  • Syllable division is breaking words apart by the syllables.
  • Decode means to read, and encode means to spell.
  • Decoding and encoding in isolation means reading or spelling a single word, while in context refers to these skills within a larger text.

Skills

Students are able to:
  • Read and spell words accurately in isolation and in context based on their knowledge of phoneme-grapheme relationships, multisyllabic word construction, and syllable division principles.

Understanding

Students understand that:
  • To read (decode), they must accurately say the sounds (phonemes) that are represented by the letter symbols (graphemes).
  • To spell (encode), they must accurately represent the letter symbols (graphemes) that correspond to the spoken sounds (phonemes).
  • They can use syllable division principles to accurately decode and encode words.
  • They can use their knowledge of the six syllable types to accurately decode and encode words.
  • They will sometimes use these skills in isolation, and other times in context when reading or writing a longer text.
English Language Arts (2021) Grade(s): 2

ELA21.2.12

Read and reread grade-appropriate text accurately, automatically, and with meaningful expression at a rate which supports comprehension.

Unpacked Content

UP:ELA21.2.12

Vocabulary

  • Reread
  • Grade-appropriate text
  • Accurately
  • Automatically
  • Meaningful expression
  • Rate which supports comprehension

Knowledge

Students know:
  • Accurately means reading without mistakes and automatically means knowing the words immediately without sounding them out.
  • Techniques to make appropriate changes in voice, pitch, and expression while reading orally.
  • Reading must occur at a speed (rate) that supports understanding of the text.
  • Rereading is a strategy that aids in word recognition and comprehension.

Skills

Students are able to:
  • Read and reread words that are second grade-appropriate with little to no mistakes.
  • Read words quickly without pausing to sound them out.
  • Read and reread at a pace that supports comprehension of the text.

Understanding

Students understand that:
  • They should read text with accuracy, automaticity, and meaningful expression at a pace that helps them comprehend the text they are reading.
  • They can reread text to improve their accuracy, automaticity, and comprehension.
English Language Arts (2021) Grade(s): 3

ELA21.3.8

Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context.

Unpacked Content

UP:ELA21.3.8

Vocabulary

  • Phoneme-grapheme correspondences
  • Multisyllabic word construction
  • Syllable division principles
  • Decode
  • Encode
  • Isolation
  • In context

Knowledge

Student know:
  • Spoken words can be represented in print by using letter symbols (graphemes) to represent sounds (phonemes).
  • Printed words can be read by saying the sound (phoneme) that is represented by the letter symbols (graphemes).
  • Multisyllabic words contain more than one syllable, and multisyllabic words can be constructed by combining individual syllables.
  • Syllable division is breaking words apart by the syllables.
  • Decode means to read, and encode means to spell.
  • Decoding and encoding in isolation means reading or spelling a single word, while in context refers to these skills within a larger text.

Skills

Students are able to:
  • Read and spell words accurately in isolation and in context based on their knowledge of phoneme-grapheme relationships, multisyllabic word construction, and syllable division principles.

Understanding

Students understand that:
  • To read (decode), they must accurately say the sounds (phonemes) that are represented by the letter symbols (graphemes).
  • To spell (encode), they must accurately represent the letter symbols (graphemes) that correspond to the spoken sounds (phonemes).
  • They can use syllable division principles to accurately decode and encode words.
  • They can use their knowledge of the six syllable types to accurately decode and encode words.
  • They will sometimes use these skills in isolation, and other times in context when reading or writing a longer text.
English Language Arts (2021) Grade(s): 3

ELA21.3.10

Read and reread grade-appropriate text accurately, automatically, and with meaningful expression at a rate which supports comprehension.

Unpacked Content

UP:ELA21.3.10

Vocabulary

  • Reread
  • Grade-appropriate text
  • Accurately
  • Automatically
  • Meaningful expression
  • Rate which supports comprehension

Knowledge

Students know:
  • Accurately means reading without mistakes, and automatically means knowing the words immediately without sounding them out.
  • Techniques to make appropriate changes in voice, pitch, and expression while reading orally.
  • Reading must occur at a speed (rate) that supports understanding of the text.
  • Rereading is a strategy that aids in word recognition and comprehension.

Skills

Students are able to:
  • Read and reread words that are third grade-appropriate with little to no mistakes.
  • Read words quickly without pausing to sound them out.
  • Read and reread at a pace that supports comprehension of the text.

Understanding

Students understand that:
  • They should read text with accuracy, automaticity, and meaningful expression at a pace that helps them comprehend the text they are reading.
  • They can reread text to improve their accuracy, automaticity, and comprehension.

Phase

During/Explore/Explain
Learning Objectives

Learning Objectives

Students will read and reread grade-appropriate text accurately, automatically, and with meaningful expression at a rate that supports comprehension.

Students will decode words accurately in isolation and in context.

Activity Details

Each student should be given a copy of a skill-specific, grade-appropriate reading passage like this r-controlled vowel passage from the digital resource provided. 

Give the students one minute to highlight all the r-controlled vowel words in the passage (or specific skill words, if using a different passage). After one minute has passed, the teacher will read aloud the passage pausing at each highlighted word and asking the students to read the highlighted words with the teacher. Now that the students have heard the teacher read the passage aloud and had opportunities to identify and read each r-controlled vowel word (or other specific skill), they are ready to get with a partner and work on reading fluently. 

Students should choose a partner or teacher-selected partner. With their partner, students will read the passage as many times as they can within 5 minutes. The partners should read at the same time. 

Assessment Strategies

Assessment Strategies

The teacher should walk around the room, listening to students read. This observation will give the teacher a formative assessment of the student's fluency and ability to decode skill-specific words. 

Variation Tips

Any skill-specific fluency passage can be used for this activity. An appropriate grade-level text should be chosen for the whole class. However, a lower-level text on the same skill can be used in small group instruction for struggling readers. 

Related Learning Activities

Learning Activity (Before)

Word Study Lesson--Introduction of Words

Learning Activity (During)

Word Study Lesson--Fluency Passage with Partners

Learning Activity (After)

Word Study Lesson--Writing

Background and Preparation

Background / Preparation

Students should already be introduced to the phonics skill presented in the fluency passage chosen by the teacher. This learning activity is a continuation of a word work skill that allows students to work on becoming more fluent readers. 

The teacher should choose a fluency passage that uses words of a specific skill. 

Each student will need a copy of the reading passage and a highlighter. 

Digital Tools / Resources

Reading Elephant R-Controlled Series
https://www.readingelephant.com/2020/09/12/r-controlled-reading-passages/
Reading Elephant: R-Controlled Vowel Passage
https://www.readingelephant.com/wp-content/uploads/2021/01/15.1.JimandtheWhaleS…

Approved Date

Owner (Author)

scarver17
ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme