Fluency Lesson Plan.docx - myedyoucation



Name: Luci PerkinsDate: October 22, 2013 CORE LESSON 1 LESSON COMPONENTS description1. Age Level / GradeGrade 2 2. Lesson Topic / TitleFluency: Timed Repeated Oral Reading3. Common Core Standards for Reading(write out/explain) Read with sufficient accuracy and fluency to support SS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and SS.ELA-Literacy.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.4. Rationale for InstructionTimed repeated oral reading is a strategy particularly beneficial for slow but accurate readers who need extensive practice to improve their automaticity while reading connected text. For timed repeated oral reading, the text used is at the student’s instructional or independent level, not grade level, so the lesson is specifically designed to meet the student’s need and build his/her oral reading fluency. Reading the same passage multiple times provides the student with practice to increase his/her reading rate and accuracy, and thus improve his/her fluency skills. 5. Lesson GoalsBy the end of the lesson, what do you expect student(s) to know, understand, and be able to do? As a result of instruction, the student(s) will… The student will improve his/her reading rate and accuracy. The student will become a more fluent reader. The student will understand what it means to read fluently.Final goal: The student will read a mid-second-grade passage “BMX Bikes” at 90 WPCM with no more than two errors. 6. Materials Copy of Student Progress Graph, Copy of “BMX Bikes”, Copy of “BMX Bikes with word count, Timer,Red pen or pencil7. Procedures of lesson(Specific and scripted!!! What exactly will you say to students step-by-step? Being specific helps you to be fully prepared, anticipate the unexpected, and manage timing).1. Good afternoon! I’m excited to work with you today. If you are ready to learn, let me hear you clap your hands three times!(Student claps hands 3 times).Great job following directions! Give me a high five! (Give the student a high five) I’m happy you’re ready to learn with me! 2. We have been working on reading fluently. Can you please tell me what it means to read fluently?Student: it means to read smoothly.Yes, reading smoothly is part of what it means to read fluently. Remember, reading fluently is reading with accuracy, expression, and at the proper rate. 3. Reading fluently is important because it helps you understand what you read. So why is reading fluently important again?Student: because it helps you understand what you read.Exactly! I’m glad you are listening so well. It is important to read smoothly and fluently, so it sounds like you are talking. In this timed reading activity, you will read the same passage over and over until you can read it fluently at a certain rate. Here’s the passage!(Give the student a copy of “BMW Bikes”) 4. We are going to preview this passage together. Previewing the passage will improve your reading fluency because it will help you become familiar with the words in the passage so you can read them easier. Now, please read the title of this passage to yourself. What’s the title?Student: BMX BikesWhat do you think this passage is about?Student: some kind of bike.That’s a great guess! Now, I’d like you read aloud the passage. If you get stuck on a word, I’ll help you to figure it out. (Monitor the student’s reading and assist with decoding and word recognition when necessary. If a student needs assistance with more than 11 of the 138 words (8% of the words) in BMX Bikes, ask the student to read the whole passage one more time. If the student needs help with more than 10% of the words, select a less difficult passage). 6. Set the timer for one minute. Have the student sit across from you or next to your non-writing hand. Have a numbered copy of BMX Bikes in front of you - numbers indicate the line-by-line word count.Say: Doing your best reading, please read aloud this passage to me with expression and at a good even pace – a pace that isn’t too slow or too fast. Start with the first word and read until the timer sounds. When you are ready, begin. (Start timer when student reads the first word). If the student begins ready very quickly and without expression, stop the student and have him start again. Say: Remember that we aren’t trying to read as fast as we can. We are trying to read the best that we can. Try it again, and don’t’ forget to pay attention to what the passage is about. Ready, begin.) Following along on numbered copy, use a red pen or pencil to keep track of student errors. 7. When timer goes off, place a bracket ( ] ) after last word the student reads aloud. When student finishes the sentence, say: Great! You read really well. 8. Review the student’s performance by providing positive feedback first. Example: You read smoothly, carefully, and with expression. I was very impressed how you decoded the word “kickstand” so quickly. 9. Then provide corrective feedback on errors student’s made. Say: Let’s correct your mistakes. Point to a word the student said incorrectly (example: bolts). Say: this word is bolts. What’s the word?Student: boltsGood! Now read the whole sentence again. (Student rereads the sentence until he or she can accurately read it.) Perfect! 10. Then review with the student the number of words they read correctly and the # of mistakes they make. Introduce the Student Progress Graph. Say: This is a graph where we will keep track of your reading progress (show students the Student Progress Graph). Explain to the students the diagonal lines labeled Week 1, Week 2, at the top of the graph and the abbreviations for the days of the week at the bottom of the graph. Explain that WCPM stands for “words correct per minute.” Point to the line labeled Final Goal & Date and explain. 11. Enter and plot core with student (For example, say: In one minute, you read 62 words and made 2 mistakes. Your score is 60 words correct per minute, or 62 -2. In the box for Monday of Week 1 below the graph, watch as I write the number of words you read correctly and the number of mistakes (Write 60/2 in the box). Now watch as I plot your score on the graph (plot score in graph)) 12. Great job reading today! (Set future goals: For example, say: For tomorrow, Tuesday, I challenge you to read ___ words per minute. Let’s think about what you could do to reach that goal. You could practice the words you miss, read the passage to a friend, or tell yourself to concentrate on not making the same mistakes next time. What approach do you think will work best for you?) Student: answers will vary. 8. EvaluationState ways to link to learning to your objectives. How will you know students learned the objective? (This can be a quick and informal way to check for understanding)- Evaluate the student’s performance on numbered BMX Bikes copies with word counts - use the Fluency Scoring sheet (see attached) to appropriately mark errors. The first time the student reads the passage, you should use the BMX Bikes copy with word counts and label it #1. The second time the student reads the passage, you should use a BMX Bikes copy labeled #2, and so on. - Monitor the student’s progress by using Student Progress Graph (see attached). Plot the data on this graph each time you conduct a timed reading. - To calculate the student’s ORF score (expressed as “words correct per minute” (WCPM)), count the total number of words the student read and the number of errors the student made; then subtract the errors from the total number of words read. (Total words read – errors = score). Plot this number on the Student Progress Graph.- As scores are collected over the next weeks, continue to enter and plot the data on the graph to keep track of student progress. Show student the graph after they read the passage every time and plot their score with him/her so the student can see her progress. - Check to see where the student’s scores fall in regards to the aim line (the line that shows how much daily or weekly progress they need to make to meet the final goal).Name: Ana Gonzalez Date: October 22, 2013 FCRR Lesson 1 LESSON COMPONENTS description1. Age Level / GradeGrade 12. Lesson Topic / TitleFluency3. Common Core Standards for Reading(write out/explain) Read with sufficient accuracy and fluency to support SS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and SS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive SS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.4. Rationale for InstructionBecoming fluent with sight words will greatly increase the reading fluency of first graders. By working specifically on blending these high frequency words, students will require less cognitive demand during reading. The sight words will be identified and understood, allowing for greater comprehension of the entire passage. By using a peer check technique, students learn the importance of collaboration and are able to get some feedback from individuals on their same level. 5. Lesson GoalsBy the end of the lesson, what do you expect student(s) to know, understand, and be able to do? As a result of instruction, the student(s) will…1. Successfully blend appropriate sight words2. Decrease blending/recognition time for high frequency words3. Self check and peer check for errors4. Become a more fluent reader, with the age-appropriate rate, accuracy, and prosody 6. Materials 1. One small white board, eraser, and marker per pair of students2. Two sets of sight words, printed on sheets marked “A” and “B”3. Small mouse cut-outs to tape on to each eraser4. Counters7. Procedures of lesson(Specific and scripted!!! What exactly will you say to students step-by-step? Being specific helps you to be fully prepared, anticipate the unexpected, and manage timing).“Ok class, I know it’s been a very long day, but we still have some important work to do. Everybody stand up!” Class stands.“Let’s shake the tiredness away before we start our next lesson. Be careful, let’s give everyone their own personal space. On the count of three, everybody shake those tired feelings away. Keep going until I say stop!” After 15-30 seconds, I ask them to stop.“Thank you for getting energized with me! I want to teach you all a new game that will help us learn our sight words.”“Can anyone name some of the words we have been working on this week?”Student A: Raises hand. I can! Umm… Clap! “Very good! Thank you for raising your hand. Can someone else give me another word we’ve been working on?”Student B: Raises hand. Chin. “Chin is a great example! I can tell you guys have been paying attention.”“I want you guys to know these sight words like the back of your hand, today’s game will help us a lot with that.”“Ok, before we start our new game, I’d like to show you how we’ll play. First, everyone needs to find a shoulder buddy.” Students pair up. “Then, I need a volunteer to pass out one white board, one marker, and one eraser to each buddy group. Someone volunteers, passes out materials. Each eraser has a mouse on it! This little mouse is going to be eating alllll of our sight words today.”“I’m going to pass out two different lists of sight words, one for each shoulder buddy. Don’t let your buddy see your list!”“The first buddy will write a sight word on the board, and count to three. Then, they’ll take their mouse friend and start to erase the sight word. If your other buddy can’t guess the sight word before our hungry mouse eats it, the writer gets a token. If the word is guessed, the guesser gets a token. After the guesser has figured out all of the writer’s words, I want you to switch places.”“Let’s play a round on the board first, then I’ll let you all begin.” Writes sight word: Lamp, counts to three out loud, begin to erase word until someone guesses correctly. “Thumbs up if you understand!” Thumbs up. “Great! Are you and your hungry mice ready? Let’s play!” 8. EvaluationState ways to link to learning to your objectives. How will you know students learned the objective? (This can be a quick and informal way to check for understanding)The teacher can evaluate by going around the room and looking at token piles. The students that are struggling to earn tokens while guessing the sight words may need additional instruction later on. Conversely, if students are showing difficulty reading and writing the words, it allows the teacher to modify instruction accordingly. Name: Miranda Hogan Date: October 22, 2013 CORE LESSON 2 LESSON COMPONENTS description1. Age Level / GradeGrade 22. Lesson Topic / TitleFluency: Partner Reading3. Common Core Standards for Reading(write out/explain) Read with sufficient accuracy and fluency to support SS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and SS.ELA-Literacy.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.4. Rationale for InstructionProvides more instruction and support than reading alone. Also provides modeling for students and awareness of potential mistakes. Teaches cooperation and collaboration between peers. 5. Lesson GoalsBy the end of the lesson, what do you expect student(s) to know, understand, and be able to do? As a result of instruction, the student(s) will…Read aloud with appropriate accuracy, rate, and prosodyModel appropriate partner and active listening behaviorsCorrect and monitor reading mistakes and miscues 6. Materials Books or text excerpts for each partner group in the class. Should be at the instructional reading level of the lower student and can be from any type of text. Board for writing down partner work rulesList of mistakes and how to fix them (PPT)Examples of mistakes (PPT) 7. Procedures of lesson(Specific and scripted!!! What exactly will you say to students step-by-step? Being specific helps you to be fully prepared, anticipate the unexpected, and manage timing).1. Get students’ attention1, 2, 3 eyes on me2. Introduce lessonHello everyone. Today we are going to learn a new activity that we will be doing throughout the rest of the year. The activity is going to help you become a stronger reader and you’re going to help each other become better readers too! Specifically, we’re going to be working on something called “fluency”. Does anybody know what it means to be “fluent”?Answer= being fast, doing something really goodThat’s right! Being fluent means that you totally understand whatever it is that you’re doing. Some people are fluent at speaking Spanish or another language. Other people are really good at math, so we can say they have math fluency. But when we talk about reading, being fluent means that you read quickly, correctly, and with the right kind of tone and expression. Tone and expression means that the story isn’t boring to listen to. The best kind of readers are fluent readers! I’m going to read two different things to you and I want you to tell me which one is fluent reading3. Fluent example and non-exampleIn monotone: “There once was a boy named Bob and he had a really cute pet dog named Spot that he really loved.”With prosody: “Once upon a time, there was a beautiful princess who lived in a huge castle with her family and all of their servants.”So which story do you think I was reading fluently?Answer: the second one! That’s right! I was reading it quickly and I didn’t make a lot of mistakes, and it wasn’t boring! That made it a lot easier to understand, right?. So this is what we’re going to be practicing today. 4. Introduce partner workEveryone is going to get a partner and you and your partner are going to have some texts that you’ll read together as practice for reading fluently. Now, when we’re working with partners, there are some “best practices” that we need to keep in mind. Can someone give me an example of a partner work “best practice”?Answer(s): not being loud; not talking about other things; cooperating; not talking to your neighbor; being respectful to your partner; Very good. Those are all great examples of things to remember when doing partner work. *Write rules on board or poster* The most important thing I want you to remember is to try your best! It’s okay to make mistakes--everyone does--and to not know some of the words. It takes a lot of practice to become a fluent reader. 5. Coaches and readersEvery time you read, one partner will be the coach and the other partner will be the reader. You’ll get the chance to be both throughout the year. When you are the reader, your partner is the coach. The reader only has one job; to read their story as fluently as they can. The coach’s job is to listen for any mistakes, help with any hard words, and give feedback to the reader. Coaches need to listen carefully and pay attention so they can help the reader become a stronger, more fluent reader. There are some kinds of mistakes that coaches really need to listen for. They each have a special way they need to be fixed. *Show mistakes and fixes on board*The first kind of mistake is if the reader says the wrong word. Listen to me read this sentence. *Read sentence incorrectly* What word did I say wrong? Answer: animals!Right. Now I’m going to read this sentence. *read sentence incorrectly* What word did I say wrong?Answer: ocean! Good! Now, if the reader says a word the wrong way and doesn’t fix it by him or herself, the coach needs to say, “Stop. You said the wrong word. This is how you say the word.” Let’s practice. I’m going to read the sentence and (Student name) will be my coach. *Read sentence incorrectly, student models correct coach behavior* Awesome! Thanks! 6. Repeat mistake explanations and modeling with other kinds of mistakesgetting stuck on a wordskipping a wordadding an extra word7. Partner reading practiceHave the stronger reader go first to model for the lower student. Generally, will go paragraph by paragraph, switching roles each time. 8. Monitor progress and praise/correct students as needed. 8. EvaluationState ways to link to learning to your objectives. How will you know students learned the objective? (This can be a quick and informal way to check for understanding)Continued CBMs and repeated reading to monitor instructional vs. independent reading levels. Can adjust text levels as needed and coninue partner reading throughout the year Name: Victoria Dickens Date: October 22, 2013 FCRR Lesson 2 lESSON cOMPONENTS description1. Age Level / GradeGrade 32. Lesson Topic / TitleFluency: Reader’s Theatre3. Common Core Standards for Reading(write out/explain) Read with sufficient accuracy and fluency to support SS.ELA-Literacy.RF.3.4a Read grade-level text with purpose and SS.ELA-Literacy.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.4. Rationale for InstructionStudents develop fluency by reading passages with accuracy, rate, and prosody; this can happen when students practice reading a text three or four times. In order to practice this skill, the students will read the same passage three times by rotating roles in the story. Then each group is going to put their play on for the class; this will allow students to practice reading scripts then use that script as an actor would. Throughout this experience, there will be peer and teacher feedback for the students as they go through the script many times.5. Lesson GoalsBy the end of the lesson, what do you expect student(s) to know, understand, and be able to do? As a result of instruction, the student(s) will…Know that practicing a passage can make them better readersUnderstand that reading fluently is not simply reading a passage quicklyRead the passage with accuracy, an appropriate speed, and prosodyUse the script to put on a play for the class 6. Materials Scripts for every group.Props for students to use when performing the script at the end of the lesson.Rubric for the Read ThroughLesson Plan7. Procedures of lesson(Specific and scripted!!! What exactly will you say to students step-by-step? Being specific helps you to be fully prepared, anticipate the unexpected, and manage timing).1. Good morning! Today we are going to learn how we can become fluent readers. Raise your hand and tell me: What does it mean to be a fluent reader? Student 1: Fluent readers read fast. Student 2:Fluent readers read well, like they don’t make say words wrong.Fluent readers don’t just read a passage or book really fast, they read a book with expression. Raise your hand and tell me: What is expression? Student: Expression means that you read with inflection and meaning. Wow, I am impressed! You all must be remembering our conversation earlier this week about being good, fluent readers! What does inflection mean?Student: Inflection means your voice changes levels as you read.How does your voice change?Student: You bring the characters to life with your voice.2. How do you think we can have good expression when reading?Student: When you read, make sure that you are looking at the punctuation. What do you do when you see punctuation?Student: Make sure you are pausing at commas and periods. Student: When you read, you read with enthusiasm and you sound curious if they ask a question and excited when they are exclaiming something. That was a good, thoughtful answer. We are going to pause at commas and periods, we are going to read questions with curiosity, and we are going to sound excited when we see an exclamation point. 3. Today we are going to do an activity that will help us read with expression. We are going to divide into five different groups. Each group is going to practice reading the script they get two times. For the first and second readings, change roles. Then, you are going to do a read through with me. A read through is what actors do when they practice the script before they perform. Then your group is going to perform the scene that you get for the class. Does anyone have any questions about what we are going to do?4. I am going to read through the script one time first to show you what I am looking for when you read! Read through the script.5. We are going to count off by 5! When I point to you, say your number; we are going to start here and go around this way. When I point to you and you tell me your number, I also want you to hold up the number that you say so that you do not forget what number you are. Count off.6. Now get into your groups. There are five people in each group and five roles in each play, so everyone should have a part. Let the students read through the script twice, following the instructions to switch roles each time. Circulate to make sure students are on task and working cooperatively as a group.7. Before you perform the play for the class, I want you to do a read through with me. When actors first get a script, they do something called a read through where they just practice the lines. That is what I want you to do for me. Sit down with each group and have them read through the script for you, using the rubric to keep track of how each person does.8. From now on one of our stations during station time will have scripts like this and you are going to practice reading the script three times, and each time you read you will switch roles with your group. Now that we have all done this activity together, you will know exactly how to read at that station and how to help each other out if anyone is confused at that station! Does anyone have any questions?8. EvaluationState ways to link to learning to your objectives. How will you know students learned the objective? (This can be a quick and informal way to check for understanding)The students will write down one thing they liked about the play and one thing they would do differently next times. Then they will write down whether each group read with good expression.There will also be a rubric for how they read during the read through. Grading the students on the actual performance would be unfair because acting out a play has other extraneous factors that could contribute to disfluent reading; if I have a rubric for the read through, I know they have had practice and I know that there will be less distractions (like trying to be funny for the class or losing their place in the script). ................
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