Read, Track, Understand

Overview

Lesson 3 of 12 in Solving the Possum Problem. Students build reading fluency and accuracy through teacher modelling, echo-reading, partner-reading and purposeful rereading of a short passage from The Possum Problem.

Learning intentions

• WALT improve our reading fluency and accuracy through repeated reading.
• WALT use phrasing, pausing and expression to make meaning clear.
• WALT notice and correct errors when rereading.
• WALT listen respectfully and give useful reading feedback.

Success criteria

• I can read the passage accurately.
• I can pause at full stops, commas and other punctuation.
• I can reread to improve my smoothness and expression.
• I can use a fluency check to identify one next step.

Curriculum links

• Reading processes: use knowledge of print, punctuation, vocabulary and sentence structure to read increasingly complex texts.
• Making meaning: understand, respond to and discuss ideas and information in a short text.
• Oral language: listen actively, speak clearly and give feedback that supports learning.
• Creating meaning: use pace, phrasing, volume and expression when reading aloud to an audience.

Lesson structure (30 minutes)

1. 0–3 minutes – Connect and prepare Display the WALT and success criteria using the learning intention and success criteria slides. Ask: “How can the way we read help a listener understand a problem?” Briefly explain that fluent reading sounds smooth, accurate and meaningful; it is not simply reading quickly.

2. 3–8 minutes – Teacher model Give each student the fluency practice sheet with the short, appropriately levelled passage from The Possum Problem. Read the passage once while students track the words. Model a second time, deliberately showing phrasing, pauses at punctuation, and expression for the possum problem. Think aloud about one correction, for example: “That word did not make sense, so I reread the sentence.”

3. 8–12 minutes – Echo-read Use the model-reading slide with punctuation markings to focus attention on phrasing. Read one sentence or short chunk at a time; students echo-read together. Invite students to mark a light slash where a natural phrase ends and circle punctuation that requires a pause. Keep the pace supportive and do not require individual performance yet.

4. 12–19 minutes – Partner rereading Pair students thoughtfully. Partner A reads the passage while Partner B tracks the words and completes the supportive fluency check on the partner feedback section. Partner B listens for accurate words, punctuation pauses and smoothness, then gives one specific positive comment and one kind next step. Swap roles and reread. Encourage students to use a line guide or a ruler beneath the line.

5. 19–25 minutes – Final reread and teacher check Students reread the passage quietly or to their partner, aiming to improve one identified feature. Confer briefly with selected readers, using the fluency check to note accuracy, phrasing and self-correction. Students may listen to the audio-supported passage slide through the teacher’s read-aloud or an available recording, then reread along if this supports access.

6. 25–30 minutes – Reflect and share Ask pairs to share one change they made between their first and final reading. Revisit the success criteria on the reflection slide. Students complete the final reflection on the individual fluency reflection: “I improved…”, “I still need to practise…”, and “Next time I will…”. Invite two or three volunteers to read a sentence expressively.

Resources

• the reading fluency lesson deck
• the fluency practice sheet
• Short extract from The Possum Problem, prepared in a dyslexia-friendly sans-serif font
• Line guides, rulers or reading windows
• Pencils and highlighters
• Optional audio recording of the passage
• Teacher fluency observation notes
• Quiet partner-reading space

Assessment

• Listen for accurate word reading, appropriate pausing, phrasing, expression and self-correction during partner and teacher checks.
• Review the worksheet fluency check and reflection to identify students needing further modelling, decoding support or repeated practice.
• Use student comments and the final reread to plan the next lesson’s small-group reading focus.

Differentiation

• Provide a dyslexia-friendly font, increased spacing, short line lengths, chunked passages, line guides and optional audio support. Allow students to follow the text while listening before reading aloud.
• Pair students carefully and offer a choice of choral, echo or partner reading. Students who are anxious may first read to the teacher or read one selected sentence.
• Pre-teach essential vocabulary from the passage and mark difficult words for brief teacher-supported practice. Do not interrupt every error; prioritise errors that affect meaning.
• Extend confident readers by asking them to practise expressive reading, varying pace, volume and character voice for a small-group performance in a later lesson.