Fluency

Kindergarten
 ELAGSEKRF4
Read common high-frequency words by sight. (e.g., the, of, to,
you, she, my, is, are, do, does); read emergent-reader texts
with purpose and understanding.
Fluency

It’s the ability to read a text accurately, quickly and with expression.
Reading fluency is important because it provides a bridge between word
recognition and comprehension.

Fluency importance:

● Students don’t have to concentrate on decoding the words, they can

focus on what text means.
● It better prepares students for demands of upper grades.
● It frees them to understand what they are reading.
Background research:

Jean Piaget proposed that cognitive theory of language development is made

of structures and symbols, but it manifest itself as a child’s mental abilities
mature.

Chomsky’s language acquisition argues that human brain structures

naturally allow for the capacity to learn and use language. In l978 he
established that students practice using repeated reading decreased word
mispronunciation and improved reading rate. In addition, comprehension
improved as students focused less of their attention on word decoding and
more on creating meaning from the text.
Objectives: I can learn new vocabulary using pictures and sentence frames.

Academic
Students will be able to recognize high frequency sight words beginning with the letter A.

Language

Students will be able to identify grade-level sight words beginning with the letter A using visual and written
supports.

Introduction (5 Minutes)

● Display the book The Ants Go Marching to the class (in a big book version if possible).
● Read aloud the book, using a pointer to follow along as you read each word.
● Tell the class that today you will be learning about words that start with the letter A, just like "ant" in
the story. All of the words you will be learning to read today are ones called sight words. Say, "A sight
word is a word you can read by memory—you don't need to sound it out."
Building Academic Language Word (5 minutes)

Display the vocabulary cards, beginning with the word "a." Ask students to look at the word and repeat the
word after you say it. Model how to say the letters aloud, tracing them on the vocabulary card, and then
saying the whole word, "a." Repeat with the remaining sight words. Explain that learning sight words by
memory helps us when we are reading, this way we can know what a sight word says as soon as we see it
in a book. Tell the class that when you introduce a new sight word, you will place it on the word wall in the
classroom for students to use. Place the new sight words on your word wall and model how you would find
the word if needed (by first letter).

Sentence (5 minutes)

Pass out a set of sight word cards to each student. Say the word aloud and then have the students trace
the letters on each card while saying the word aloud. Ask the students to look at one card at a time, turn it
over, and then try to write the letters onto the rug or a table (without looking at the card). Use the new sight
words in simple sentences orally with students, e.g., "I see an ant."
Materials and preparation:

● Class set of Tracing Letters: A Class set of A Is For…

● Class set of Glossary
● Class set of Vocabulary Cards
● A copy of text The Ants Go Marching by Dan Crisp
● A blank classroom word wall (prepared with A-Z and pre-written cards for the words in
this lesson: "a," "ant," "and," "all"
● Projector set to show the "The Farm: Level A" story for students to read aloud

Key terms:
a: a word to connect other words
and: a single thing
all: the whole amount
ant: an insect
sight word: a word to read by memory
Word (5 minutes)

● Display the vocabulary cards, beginning with the word "a."

● Ask students to look at the word and repeat the word after you say it.
● Model how to say the letters aloud, tracing them on the vocabulary card, and then
saying the whole word, "a."
● Repeat with the remaining sight words.
● Explain that learning sight words by memory helps us when we are reading, this
way we can know what a sight word says as soon as we see it in a book.
● Tell the class that when you introduce a new sight word, you will place it on the word
wall in the classroom for students to use.
● Place the new sight words on your word wall and model how you would find the
word if needed (by first letter).
Sentence (5 minutes)

● Pass out a set of sight word cards to each student.

● Say the word aloud and then have the students trace the letters on each card while
saying the word aloud.
● Ask the students to look at one card at a time, turn it over, and then try to write the
letters onto the rug or a table (without looking at the card).
● Use the new sight words in simple sentences orally with students, e.g., "I see an ant."

Independent:

Display the tracing letters A, also pictures of words starting with A, and other letters.

● Explain to the students they will now get a chance to practice the letter A. They will use
dry erase markers and then they will write on their whiteboards some words that start
with the letter A.
Related books and/or media ONLINE RESOURCE:

● The Farm: Level A

● BOOK: The Ants Go Marching by Dan Crisp

Formative Assessment of Academic Language (5 minutes)

Show students the sight word cards and ask them to identify the word written. Take note
of words students are unable to identify without support.

Review and closing (5 minutes)

Project "The Farm: Level A" and read aloud with the class. Pause to note the sight
words from today's