Week 8 Assignment #3

Candidate’s Name: Esther Stahl

Grade Level: 2

Title of the lesson: Fluency Lesson Plan

Length of the lesson:1 hour

Central focus of the lesson Key questions: ●     what do you want your students to learn? Students will pay attention to how fast or slow they are reading and adjust their reading speed to go faster when text is more familiar, and slower when text is difficult or unfamiliar. ●     what are the important understandings and core concepts you want students to develop within the learning segment? Students will learn to adjust their reading speed and read with higher rate of fluency to increase comprehension.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     What do students know, what can they do, what are they learning to do? Students know how to read. They are learning to read with a higher rate of fluency and adjust their speed based on the text to increase comprehension. ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Most students enjoy reading. They come from cultured homes that value good reading skills and therefore hope they have a strong will to be good readers.

Common Core State Standards: CCSS.ELA-LITERACY.RF.2.4-Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.2.4.B-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Support literacy development through language (academic language) ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) analyze ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. Students will analyze the appropriate times to increase or decrease their rate while reading. ●     Describe language demands (written or oral) students need to understand and/or use. vocabulary ●     General academic terms: analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment ●     Content specific vocabulary (i.e. equation, variable, balance, evidence, claim, inquiry) Rate, echo ●     Sentence structure, transitions/connectives, complex verb tenses ●     Text structure, message, conversation, discussion Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them? Students need to know how to read aloud and hold a group discussion.

Learning objectives Students will learn to pay attention to how fast or slow they are reading. Students will learn to adjust their reading speed based on the text to increase comprehension. Students will learn to read aloud together as a class.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Informal assessment- Each student will turn to his/her neighbor. One person will read and the other will echo. Be sure to listen to see if you are reading at an appropriate rate. Help each other out. Teacher will circulate the room t o be sure students are reading at the appropriate rate. Formal Assessment- Next, read the text  to yourself listening carefully to see if you are reading at an appropriate rate. If the text is familiar, go a little faster. If the text becomes difficult, slow down a little. Then, look at your rubric. Rate yourself. Did you read with an appropriate rate? Did you speed up when necessary? Did you slow down? Or did you have a hard time?

Instructional procedure: Explain: “Today boys and girls, we are going to be learning about how to read at an appropriate rate for your grade level. Important parts of reading at an appropriate rate are to go faster when the text or passage is easy and familiar, and to go slower when the text is difficult or unfamiliar.”  We need to read at an appropriate rate so that we can understand what we are reading. Whenever we read, we should pay attention to our rate so we can understand what we are reading. Modeling: Example: First I am going to read this page with the correct rate (or speed), adjusting my speed to go faster when the text is familiar, and slowing down when the text is difficult or unfamiliar. Please look at the page on the overhead projector. Follow what I read with your eyes. Listen very carefully to see if I read the text at an appropriate rate. Notice if I slow down when I come to a word or sentence that is difficult. (Read, and model slowing down and going faster while reading.) . Struggling students can be grouped together with an instructor and receive and easier text. ELLs can receive a text that corresponds to their native language and uses some of their words and complete the rest of the lesson using this text with the help of an instructor. Non-Example: Next I am going to read this page with poor rate, paying little or no attention to my speed. Follow what I read with your eyes. Listen very carefully to see where I should have slowed down or gone faster. Whole Group (Me & You)  Now that I have shown you how and how not to read this page, let’s practice together! We will begin reading this page all together. (Point) Watch my pen so we can all stay together. Next, we will read this again using echo reading. Echo reading sounds like an echo…so if I say HELLO…the echo will say HELLO. So now I will read and you will echo me…Let’s begin. Small Group (Partners) Now turn to your neighbor. One person will read and the other will echo. Be sure to listen to see if you are reading at an appropriate rate. Help each other out. (Teacher will time for a minute, and then they will switch partners.) Individual (You)  Next, read this again to yourself listening carefully to see if you are reading at an appropriate rate. If the text is familiar, go a little faster. If the text becomes difficult, slow down a little.  Next, look at your rubric. Rate yourself. Did you read with an appropriate rate? Did you speed up when necessary? Did you slow down? Or did you have a hard time?

Instructional resources and materials used to engage students in learning. Overhead projector

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? yes ●     What changes would you make to support better student learning of the central focus? Introducing more room for the use of multiple intelligences ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. According to Gardner’s theory, each students learns best through the use of different multiple intelligences. As teachers we need to incorporate as many intelligences as we can into our lessons so that we reach most of our students in the same lesson.

Dr. Hui-Yin Hsu Spring 2014