Design for Learning

Instructor: Autumn Combs Lesson Title: Fluent Readers Curriculum Area: Language Arts Grade Level/Cooperating Teacher: 3 Date: 12-11-13 Estimated Time: 2 days

Standards Connection: Read with sufficient accuracy and fluency to support comprehension. [RF .3.4] b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF .3.4b] Learning Objective(s): When given a poem students will fluently read the poem scoring 10 points or higher according to a rubric. Learning Objective(s) stated in kid-friendly language: Today class we are going to talk about what it means to be a fluent reader and you are going to practice reading fluently. Evaluation of Learning Objective(s): The rubric consists of four areas. These four areas include: expression and volume, phrasing, smoothness, and pace. The students will read a poem to the teacher one on one. The teacher will use the rubric to score the child on each available part. The maximum amount of points available for each area is four with a grand total of 16 points available for the whole rubric. In order to be considered proficient, the student should score a 10 or higher on the overall score. If a nine or lower is scored, the student should be considered for re-teaching of the subject. Engagement: Ok class, all eyes on me! I am going to read you a poem.(Teacher will read the poem Spaghetti by Shel Silverstein to the class making sure to read the poem or recite it fluently as if telling a friend what is going on. Make sure to use correct expression in order to convey the emotion) Raise your hand to tell me what happened in this poem. (Call on a student and allow him or her to tell about the poem providing key points for comprehension) Good!! How would you have felt if people at your party started throwing spaghetti everywhere in the house? Do you think you would be upset? (Wait for appropriate response) Close your eyes and think of spaghetti noodles and sauce filling up your bathroom. I do not think that would be fun. Think of a time when you had friends over. Did they make a mess of your room and you knew that you would have to clean it? Did it upset you? (Allow time to think. Wait for responses) I have been glad to see people leave before because they were making a mess of things. Lets think back to the story. Raise your hand and tell me how the author of this poem sounded. (Call on student to answer the question) He sounded upset? How do you know that he sounded upset? (Give student time to think if necessary.) You could tell by the way I read the poem? Turn and talk to your neighbor about what he means by this? (Allow students time to talk to each other. Call on a student.) (Student) what did you and your partner talk about? So by the way my voice sounded you could tell that I was upset? Turn and talk to your neighbor again about if the poem sounded like it was my story? (Allow time for collaboration. Call on one group to talk about their discussion.) (Student) did you and your partner think that the poem sounded like my story? It did? Good! Give the me too sign if you and your group also felt like the story sounded like my story. Well today you all are going to have a chance to read a poem and become the character. You will have the chance to read so well that it will sound like it is really your story that you are telling! Are you ready to get started?

Learning Design:

I. Teaching: We are going to start by talking about fluency. Put your thumb on your chest if you have heard of this word before. Good! Fluency means that you are reading a story smoothly and your voice sounds like it does when you talk to somebody. There are other things that go along with fluency but lets look at our rubric that we will be using today (attached) and see what all it says about fluency. (Pass out rubrics to each child) We are going to read through this rubric together. Do you see the column on the left? Those are different parts of fluency. Do you see the numbers at the top? Each section below the numbers tells what you have to do to score that number. We are trying to get fours in every section. Lets start going over the rubric and learn what each sect ion means. Look at the section Expression and volume under number 1. Lets read this together. (student and teacher will read together) (in a voice that is quiet and labored, the teacher says) So we need to make sure that when we read, our voice does not sound like this. (In normal voice) Now lets look at number 2. Lets read it together (Student and teacher read this section together) (in a voice that is a bit louder and switches between labored and fluent speech say) When we read our voice should not sound like this. (The teacher will read the next two sections) Now listen to me as I read the section for a number three. (In a voice that is loud enough but does not sound interested read section 3.) Did you hear the difference in my voice? This kind of reading would score you a three for this section. Next, number four. (read the section in a voice that is differentiated in sound and sounds like the person is talking to a friend) Do I sound like I am just talking to you like a friend? That is what we want. We want your voice to sound like this in order to score a four for this section. Next lets look at the Phrasing section. (teacher reads section 1 in monotone voice word by word.) Does this sound very interesting? Could you understand what I was saying? It was hard wasnt it. My words were too spread out. Now for number two, (in a two/three word phrasing method without use of punctuation read section two) was that one hard to understand too? (Wait for responses) It seemed like I never stopped reading? Youre right. We need to make sure that we pay attention to that punctuation so that we know where to pause and how to make our voice sound. Next, number three. (teacher reads this section with run ons, random pauses, and some stress) If you read your poem like this you will receive a three for this section. Now number four. Lets all read this one together. (Students and teacher read section together) The way we just read, when we paused at the period that will score you a four for this section. Now, we have covered quite a bit of information. Does anybody have any questions yet?(Allow students to ask any questions that they may have.) Ok lets finish up. Look at smoothness number 1 with me. I will read it to you in the way that it is describing. Listen to my voice and think if you would like to listen to me talk or read like this all the time. (Read the section while hesitating in spots and repeating words. Repeating sections) Did this sound good? (Gauge responses) No it didnt. Lets look at the next section. It is the two score. I will read and you listen. (with many pauses read the number two section) Raise your hand if you enjoyed that. Nobody? Why not? (allow student to answer) oh, because I stopped too much? Ok well lets see what I need to do to get a higher score. (read section three this time with an occasional stop. Stumbling over a sentence or word.) This time I didnt have as many stops but what happened? (allow students to answer) Thats right, I had trouble reading some of the words and sentences didnt I? Ok now all together lets read what it takes for a number four score. (teacher and students read the number four section of smoothness.) See how smoothly we read that? And if we had a problem we went back and fixed it. Finally, read for me what the next section of our rubric is called. Thats right it is pace. Pace is talking about the speed that we read things. Listen to me

read number 1. (Teacher reads the number one section for pace very slowly) Did it sound like it was easy for me to read that section? No? I was really slow about it wasnt I? Ok, for number 2. (Read section slowly but a little faster than before.) How did that sound? (Allow students to respond) Ok, so it wasnt as slow but it was still slow. Ok, well what do you think will be the section for the three? (Allow students to brainstorm and answer) Lets see what the last one is. All together now, (teacher and students all read the fourth section) Good it sounded like we were just talking to each other didnt it? This is what we want to sound like. Does anybody have questions about any of these or need some more examples? Ok, now I am going to pass out the poem that you get to read. Remember that the object is scoring as many fours on the rubric as you can. You are about to practice by yourselves with this poem but first lets look at it together. (Teacher passes out the poem Runny Nose) Ok, we are going to read your poem together so that we can practice it together first. Listen to me and try to copy me while we read. If you dont know a word lets talk about it. Here we go! (Students and teacher read the poem together with the teacher at a higher volume than the others. The teacher is modeling fluent reading and the points gone over in the rubric) Now, are there any words that you dont know the meaning to? (Allow for responses) Froggy is just a word that some people use to explain how they feel when they are sick. Any others? Ok, now I am going to divide you up into partner groups for some practice of your own. II. Opportunity for Practice: (Teacher divides students into pairs based on their fluency/reading ability. Students whose abilities are around the same level are paired together for the most effective results.) Now that you are in your groups I want you and your partner to work together. One person start reading the poem. The person who is not reading should be looking at the rubric that we just went over to see what score the person would get in each area. When you get finished reading, your partner should tell you what score they would give you and give you pointers on what you should do to improve. After this, go through it again and try to do the pointers that you were given. Give another score, talk about it and then switch. Each person should read two times and be given two scores. Does everyone understand? (Check for understanding. Answer any questions that there may be and clear any misunderstandings. The teacher should be walking around the room during this time to make sure that students are on task and that everything is going how it is supposed to. Stop and help students that may need it. After each partner has had a chance to read and be scored, end for the day. Next day, have students pull out their rubrics and poems once more.) We are going to continue practicing our poems from yesterday. Take them out along with your rubrics and lets take a look. Remember that we want to score as many fours as we can. Your partners from yesterday helped you and gave you tips about what you can do to improve you fluency score. Remember what they said as you practice today. I am going to pass out our fluency phones and I want you to practice reading your poem to yourself with the phone. Listen to the way that you are reading and ask what kind of grade you think you would get. You can look at your rubric whenever you need to. (Pass out fluency phones for each student to practice.) Remember that when we use these, we do not talk real loud, we use our regular voice. Everyone will be talking at the same time but that is ok, just focus on what you are doing. You may begin when you are ready. Read through the poem and grade yourself as many times as you can. I want us to get all the practice we can with the poem. (Allow students time to practice at least two times with the fluency phones. Walk around and monitor/observe the fluency of the students. If you hear one that is not progressing well, stop and see if you can offer advice or help him

recognize where he is having an issue. Once students are finished, collect phones.) Ok, lets find a stopping place. Good work today everybody! You have all done an awesome job. Now you will get a chance to read to me and show me the progress that you have made. Please return the fluency phones to my box at the front of the room. Once you turn it in have a seat. III. Assessment Now we are going to work at our literacy stations. Look for your group and the station that you are supposed to be at for today. Please make sure that you are staying on task and working hard. As you all are working, I will call you up one by one to read your poem to me. As you read I will be listening for the things that we talked about on our rubric. This is your chance to shine so make sure that you use all the tips that we talked about and those that your partner gave you yesterday. You are trying to score a ten or higher so try your hardest. I will also be recording your voice as you read so that when you get your grade you will be able to listen to how you read for me. This should help you next time to be able to fix any problems that we are still having. Lets get started. (Send students to begin stations. Call students up one by one to read while you listen/score them using the rubric. Record them as they read as a reference for later use when feedback is given.) IV. Closure: Ok students time to clean up and put everything away. Lets quietly move back to our seats and get everything in order. (Allow time for students to get back to their seats) Now that we have finished, who can tell me what we talked about today? (Wait for answers.) Thats right, We talked about fluency. (student) what does it mean to read something fluently? (Allow for think time.) Youre right, fluency deals with expression, phrasing, smoothness, and pace. We have been practicing with all four of these things the past two days to make our stories sound real and our voices sound like we are talking to a friend. You all have made great progress.
Materials and Resources: Spaghetti by Shel Silverstein Runny Nose by Kay Winters Fluency Phones Voice Recording Device Fluency Rubric (attached)

Differentiation Strategies (including plans for individual learners): H: These students will work with a higher reading level poem throughout the lesson. L: These students will work with a lower reading level poem that involves pictures as needed. Data Analysis:

Reflection:

Samford University Design for Learning

Poems

Spaghetti Shel Silverstein Spaghetti, spaghetti, all over the place, Up to my elbows, up to my face, Over the carpet and under the chairs, Into the hammock and wound round the stairs, Filling the bathtub and covering the desk, Making the sofa a mad mushy mess. The party is ruined, Im terribly worried, The guests have all left (unless theyre all buried), I told them, Bring presents. I said, Throw confetti. I guess they heard wrong Cause they all threw spaghetti! Silverstein, S. (1974). Where the Sidewalk Ends. New York: Harper Collins.

Runny Nose Kay Winters Its just not funny When your nose is runny: You feel all soggy, Hoarse and froggy. Your throat is scratching; The germs are hatching. You know its catching KERCHOOO! Alexander, R. (Ed.). (1990). Poetry Place Anthology. Jefferson City, Missouri: Scholastic.

Students Name __________________________

Fluency Rubric
1
Expression and Volume
Reads very quietly like you are just trying to get the words out. This does not sound like you are talking to a friend.

2
Reads quietly. You sound a like you are talking to a friend some of the time, but not always.

3
Reads loud enough and with expression. Sometimes you read without any meaning in your voice, and you do not sound like you are talking to a friend during this time. You read sentences as run on sentences, pausing for a breath in the middle of a sentence. You also have some choppiness. You are doing a fair job with stress and intonation. You sometimes mess up with the flow of the words. You have a hard time with bigger/harder words and sentences. You sometimes read fast and sometimes read slow.

4
Reads with different volumes and expressions. You sound like you are talking to a friend with the same emotion of the poem.

Phrasing

Reads word by word in a monotone voice.

You read two or three words together, but you are not paying attention to the punctuation, stress, or intonation.

You chop your sentences into good sections while you read. You also pay attention to the punctuation, stress, and intonation.

Smoothness

Pace

You hesitate when you You have long pauses read, sound out words, and many rough spots. and repeat words. You try over and over to read the same thing. You read very slowly You read slowly. and it sounds like you are having a hard time.

You read smoothly with a few breaks but you catch and fix mistakes.

You read with the same speed as if you were talking to a friend during the whole poem.

Total Score _________/16______