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A reflective fluency lesson for students in Years 3, 4, 5 and 6 where they record each book they have read and the longest time they read in one sitting. Here we have a students record for the month of April, which includes a brief comment on each book and they have highlighted the longest time they spent reading each book in one sitting.
FluencyEndurance
Grade:3-6
Lesson from Cleverbean

Reading Timeline

Learning Intention: Read a range of texts for longer periods of time.

A reflective fluency lesson for students in Years 3, 4, 5 and 6 where they record each book they have read and the longest time they read in one sitting. Here we have a students record for the month of April, which includes a brief comment on each book and they have highlighted the longest time they spent reading each book in one sitting.
FluencyEndurance
Lesson from Cleverbean
Grade: 3-6

Reading Timeline

Learning Intention: Read a range of texts for longer periods of time.

What you'll need

  • Notebook/paper
  • Access to Google images
  • Glue
  • Pen
Curriculum

Grade 3 - ACELY1679

Grade 4 - ACELY1691

Grade 5 - ACELY1702

Grade 6 - ACELY1712

Success criteria

  • I will read a book, or part of a book, every day.
  • I will read a wide variety of books.
  • Each day I will read a little longer than I read yesterday.
  • I will share my thoughts/feelings about the books I read.
Lesson

Modelled

  1. Introduce the learning intention by discussing, or revising, what having a stamina for reading looks like. This can include reading in one spot, eyes staying on the book, reading silently to yourself, trying to solve the tricky parts independently, etc.

  2. Explain to your students that by improving our reading stamina, we will also naturally increase the number of books we read. Tell students that to highlight their growth in reading stamina, they will be creating a reading timeline. This timeline will showcase each book they have read independently throughout a specified period of time (eg. over a term, or a year).

  3. For each book added to the timeline, students will be able to record the time it took for them to read it and 1-2 reflective sentences about the book. These reflective sentences are an important aspect of the timeline as they reinforce the overall goal or purpose for reading books is about the meaning we gain from the text, not simply increasing the time we spend reading or the number of books we have read.

  4. Show students an example of a reading timeline that you have created.