EL Support Lesson

Reading Fluently

Use this lesson to help your ELs gain confidence as they read aloud texts. They will practise decoding strategies that will help improve fluency. It can be a stand-alone lesson or a support lesson for the <a href="https://www.education.com/lesson-plan/picture-book-pacing/" target="_blank">Picture Book Pacing</a> lesson.
This lesson can be used as a pre-lesson for thePicture Book PacingLesson plan.
GradeSubjectView aligned standards
This lesson can be used as a pre-lesson for thePicture Book PacingLesson plan.

Students will be able to accurately read aloud from a chosen picture book.


Students will be able to read accurately with decoding strategies using word banks.

(2 minutes)
Frayer ModelDecoding: Using Beginning and End SoundsDecoding to Read FluentlyWrite Student-Facing Language Objectives ReferenceTeach Background Knowledge TemplateVocabulary Cards: Reading FluentlyGlossary: Reading Fluently
  • Ask students to think about what a good reader sounds like. Record student answers on the board.
  • Share that practise helps readers improve. Good readers pay attention to many things while they read aloud. Explain that today’s lesson will teach students how to read more fluently by using decoding strategies.
(10 minutes)
  • Explain to learners that they will first learn new vocabulary words that are important to know as we become better readers.
  • Distribute a Frayer Model worksheet and assign each student a vocabulary word. Show them a completed Frayer Model for the word Beginning. Have them complete the graphic organizer for their own word.
  • Have students share their completed Frayer Model graphic organizer with a partner. Then combine partnerships to create a group of four. Finally, share out as a whole class so that each word is presented to the group.
  • Use the Vocabulary Cards to review all of the vocabulary cards with student-friendly definitions. Read definitions aloud and have learners repeat them orally.
(10 minutes)
  • Display and distribute a copy of the worksheet entitled Decoding: Using Beginning and End Sounds to each student. Go over the information at the top of the worksheet.
  • Explain that we must look at context and the words closely in order to read them aloud correctly. Model reading aloud the first sentence and placing each of the word choices into the blank. Point out that the beginning letters in the word choices are different. Choose the best word, circle it, and write it on the blank. Read aloud the new sentence.
  • Emphasize the importance of reading aloud the sentences and word choices.
  • Have students work together on the remaining sentences in the first section. Circulate and offer support as needed.
  • Check learners’ answers, and move on to the next section. Model completing the first sentence, and point out that the end letter in the word choices are different. Show students how to complete the sentence, and read it aloud.
  • Instruct learners to complete the worksheet, reading the words carefully to determine how to best complete the sentences. Go over them as a class.
(10 minutes)
  • Tell students that they will now use a larger word bank with a passage, which will challenge them to read carefully. Display and distribute a copy of the Decoding to Read Fluently worksheet to each student. Review the information box by choral reading it with the class.
  • Engage the class in choral reading all of the words in the Word Bank to practise reading carefully. Point out that many of the words look almost identical, so we have to pay close attention to the beginning and end sounds.
  • Model reading the first two sentences and choosing the word that best completes it.
  • Have students work in partners to complete the remainder of the passage. Go over answers by calling on nonvolunteers to share their answers, and have the other classmates give a thumbs up or thumbs down to show whether or not they agree.
  • Read aloud the final paragraph, modeling appropriate rate and volume.


  • Have students complete the Frayer Model in their home language (L1).
  • Provide sentence stems and frames for class discussion, such as:

    • My vocabulary word is ____. It means ____.
    • An example of it is ____. A non-example is ____.
  • Allow beginning ELs to use bilingual resources to define new words throughout the lesson.
  • Reduce the amount of words in the Word Bank on the Decoding to Read Fluently worksheet.


  • Encourage Advanced ELs to use complete sentences in the Frayer Model.
  • Allow learners to utilize glossaries and dictionaries for unfamiliar words.
  • Choose advanced ELs to share their ideas first in group and class discussions.
  • Have learners repeat instructions and key vocabulary, summarizing important information for the class.
(5 minutes)
  • Explain that each student will read aloud the final paragraph on the Decoding to Read Fluently worksheet passage. Remind them that good readers have to pay attention to their volume and speed. Also, good readers often practise and get prepared before they read aloud.
  • Go over the checklist at the bottom of the worksheet, and share that students will grade themselves based on those categories.
  • Give learners one minute to practise reading aloud the passage. Have them whisper read to themselves.
  • Put students into partnerships. Instruct them to do a final read aloud of the passage to their partner. Circulate and observe students’ confidence, volume, and speed as they read aloud the passage. Then, have them complete the checklist to rate themselves on their performance.
(3 minutes)
  • Use the same passage from the Decoding to Read Fluently worksheet to show learners what poor fluency sounds like by reading too slow, too fast, too quietly, etc.
  • Have learners turn to a partner to talk about what they can do when they read aloud to make sure they have good pacing and volume.
  • Remind them that good readers think about how they are reading, and they regulate and make changes to pacing and volume as needed.

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