Introduction: Reading fluency is the freedom from word identification problems that might hinder comprehension in silent reading or the expression of ideas in oral reading (Harris & Hodges, 1995, p.85). Worthy and Broaddus (2001) go on to further define fluency as being equated with phrasing, smoothness, and expressiveness as well as rate, accuracy, and automaticity. Current research suggests that reading fluency, in both oral and silent reading, has a high correlation to comprehension. Through this task you will apply your understanding of strategies used to build oral fluency. The corresponding objective assessment will include questions that focus on identifying appropriate oral fluency strategies. The literacy and reading summative assessments will require activities related to measuring oral fluency. This task provides practice in identifying instructional strategies you might use to build reading oral fluency. Task: A. Describe a three-day oral fluency literacy unit (suggested length of 12 pages) to set the context for three lessons that you might teach in the unit. Note: You will not create the lesson plans, but you will describe the learning activities and teaching strategies that would promote oral fluency in those lessons. B. Design an original oral fluency lesson activity (using the attached `WGU Lesson Activity Format`) for each of the three lessons in the unit. You will submit three oral fluency completed lesson activity forms. 1. Discuss the instructional strategies that promote oral fluency, relating them to the lesson. a. Include a rationale for each instructional oral fluency strategy. 2. Include one learning activity that develops oral fluency for each lesson. a. Include the rationale for each learning activity that develops oral fluency. C. When you use sources, include all in-text citations and references in APA format. Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points. Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section. Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project. Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section. Reference List: Note: This reference list refers only to direct citations in the task above and may be different from those you need to complete the task. Consult your course of study for a list of suggested learning resources. Harris, T. L. & Hodges, R. E. (1995). The literacy dictionary, the vocabulary of reading and writing. Newark, DE: International Reading Association. Worthy, J. & Broaddus, K. (2001). Fluency beyond the primary grades: From group performance to silent, independent reading. The Reading Teacher, 55, 334343.