Lesson Date 2/4 Getting to know the student Motivation Surveys Lesson Date: 2/6 & 2/11 Lesson

on Objectives: The student will be able to name strategies and characteristics of good readers. He will be able to define what fluency is consists of: pausing, intonation, stress, and rate. When prompted the student will begin self-monitoring and check to see if his reading voice matches the words/writing. Lesson Assessment: During guided practice, I will see if the student notices when to chunk phrases, change the tone of his voice, notice punctuation, and when to change speed. This will enable me to see if he is self-monitoring. Also, during independent practice, I will see if the student is independently practicing fluency or needs prompting. Motivate and Engagement: We will start by reading Hoop Genius: How a Desperate Teacher and a Rowdy Gym Class Invented Basketball by John Coy. My student isnt particularly interested in non-fiction stories. However, he enjoys basketball. This may open his eyes to the interest in nonfiction. After we finish, we will discuss the main idea. I will be able to assess some of his comprehension abilities. Focal Texts: Happy Hippo, Angry Duck by Sandra Boynton (Modeling and Guided Practice) Yo! Yes? by Chris Raschka (Independent Practice) (GRL: C) Genre: Fictional picture book THURSDAY PROCEDURES: Brainstorming: First, lets start by brainstorming some things you think a good reader does, looks like, says, reads, etc. We can draw a picture/chart. For me, a good reader finds a just right book. What else do you think a good reader does? Wow, seems like you know a lot about being a good reader. I remember you said that your favorite part of listening to a story is when Mrs. Yopp changes her voice for the characters. You said you also noticed how she read smoothly. You listed reading with emotion and stopping a periods both as things that good readers do. Explicit Instruction and Modeling: Today we are going to practice reading with fluency. Introduce what the definition of fluency is and discuss the different pieces of the puzzle that work together to create fluent reading. Today, we are going to read Happy Hippo, Angry Duck. I want you to listen carefully as I read it to you. *Read with a monotone voice. What did you notice?

This time when we read this book I want to practice a new strategy. This new strategy is called reading with emotion or intonation. When we read with emotion we are noticing punctuation or other signals or saying it like the character. Reading with emotion or intonation helps us to make the book come alive. Reread story pausing to model how I knew when to make my voice go up (for a question) and when to change emotion in my voice (punctuation, cue words). Model through thinking aloud. From looking at this picture, Hippo has a big grin on his face and I see the word happy therefore, I read this page in a cheerful tone. I also noticed a ? so I made my voice go up as I was asking the question. Guided Practice: Continue pair reading. Stop two places: On the page where duck is angry and the chicken is sad On the page where the pig is amused At the end of the book: have the student look for signals he used to change his voice as he read. Reread this time for a faster speed while also changing voice to add emotion. Have the student write down a few of the cues he noticed that made him read the words differently. Closing: When you read the story with emotion in your voice, it really made it more fun and interesting. I can tell you really like changing your voice to match the words and other cues. This is something you can practice in your head and when reading aloud at home. TUESDAY PROCEDURES: Motivation and Engagement: Read a chapter of Melvin Beederman Superhero: The Curse of the Bologna Sandwich by Greg Trine Practice changing voice with characters. Also, practice reading (stress) onomatopoeia :the formation of a word, as cuckoo, meow, honk, or boom, by imitation of a sound made by or associated with its referent. Remind: Before starting, reintroduce fluency. Stress that it involves a few different components and strategies. Last week we practiced reading with emotion. Reading with emotion is something that good readers do. Reading with fluency includes reading with emotion. However, it also includes other things like rate or speed, pausing, and stress. Today we are going to practice stress, speed, emotion, and pausing. Reintroduce the anchor chart for fluency. Also, provide a bookmark that the student may use. Before reading, have the student refer to the cues and discuss when his voice should change and how it should sound. Discuss strategies to read fluently. Guided Reading: Have the student read Yo! Yes? Have the student fill out the self-checklist provided.

If the student reads through a third of the book and hasnt noticed the cues or read previously listed characteristics, stop and cue him to notice signals. Continue to provide cues only as needed. Have student practice chunking with prepared flashcards Notice rate, pausing, stress, and emotion in students voice.