Candidate’s Name: Sarah Kovalenko
Grade Level: 3
Title of the lesson: Practicing Fluency
Length of the lesson: 45 minutes
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Central focus of the lesson (The central focus should align with the CCSS/content
standards and support students to develop an essential literacy strategy and
requisite skills for comprehending or composing texts in meaningful contexts)
Key questions:
● what do you want your students to learn?
Student will learn that reading fluently
and with expression is really important.
● what are the important understandings and core
concepts you want students to develop within the learning segment?
Students will practice fluency.
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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 have phonemic awareness, know the
letters and alphabet, and letter sound correspondence. They know how to read
grade appropriate texts. They are learning to do so with more fluency.
● What do you know about your students’ everyday
experiences, cultural backgrounds and practices, and interests?
Students are all pretty much up to the same
place in reading. There are some struggling readers and few ELLs that require
more help with the reading and activities.
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Common Core State Standards (List the
number and text of the standard. If only a portion of a standard is being
addressed, then only list the relevant part[s].)
CCSS.ELA-LITERACY.RF.3.4.B
Read grade-level prose and poetry orally
with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-LITERACY.RF.3.4.C
Use context to confirm or self-correct
word recognition and understanding, rereading as necessary.
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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)
Explain why it is important to read with
expression.
● Identify a key learning task from your plans
that provide students opportunities to practice using the language function.
Teacher and students will have a discussion
about th importance of reading with expression. Teacher will read a part of
the book, Ramona Quimby, Age 8 without expression and students will say what
they thought about that.
● Describe language demands (written or oral)
students need to understand and/or use.
Read, repeat phrases after the teacher with
expression.
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Learning objectives
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Formal and informal assessment (including
type[s] of assessment and what is being assessed)
● Explain how the design or adaptation of your
assessment allows students with specific needs to demonstrate their learning.
Consider all students, including students with IEPs, ELLs, struggling
readers, and/or gifted students.
Formal Assessment: Teacher will have each
student save their final recording of the book, and teacher will listen to
the recording and assess the students’ level of fluency.
Informal assessment: Teacher will walk
around during partner reading and independent reading, and see whether the
students need help, and where they need practice.
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Instructional procedure: Instructional
strategies and learning tasks (including what you and the students will be
doing) that support diverse student needs. Your design should be based on the
following:
● understanding of students’ prior academic
learning and personal/cultural/community assets
● research and/or theory
● developmental
● appropriateness
Consider all students, including students
with IEPs, ELLs, struggling readers, and/or gifted students.
To begin the lesson, teacher will read (or
continue to read) a part of the book, Ramona Quimby, Age 8, by Beverly
Cleary. She will model fluent, accurate reading, with expression. Teacher
will read 2 pages of the book in a monotonous tone and ask the students what
they thought about that. She will ask which type of reading they enjoy
hearing (the one with expression or the monotonous reading), what the
difference is, and why they enjoy one over the other. They will discuss that
it is more pleasant and fun to listen to and read texts with expression.
Have a poem hung up on the board in large
print, Hiding, by Dorothy Aldis. Teacher will read one line at a time, and
have the students repeat after her. Teacher will read with lots of expression
to make it fun. They will do this 2 or 3 times.
Next, students will each choose their
favorite book from the classroom book shelf. This will be the book that they
will work on to read will complete accuracy and fluency. They will read the
book to a partner, and listen to their partner read his/her book. They will
provide support and encouragement to each other. Then, they will read the
book independently. They will practice reading the book a couple of times and
then they will record themselves on a tablet. They will listen to the
recording and decide if it was a good recording. If not, they will practice
again and record again.
Last, student who like to perform in front
of the class will read their book out loud to the class. They must read with lots
of expression, fluently, and accurately. Teacher will allow 2,3 students to
read their book at the end of every day.
Teacher will give assistance to struggling
readers and ELLs during independent reading.They will also receive a book
that is appropriate for their level.
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Instructional resources and materials used
to engage students in learning.
Ramona Quimby, Age 8, by Beverly Cleary
Poem, Hiding, by Dorothy Aldis
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Reflection
● Did your instruction support learning for the
whole class and the students who need great support or challenge?
Teacher has time to help struggling
students and ELLs while the rest of the class is working independently,
reading, or recording.
● What changes would you make to support better
student learning of the central focus?
I would give each student a copy of the
book they chose to read, so that they can write on it. They would be able to
label words, highlight phrases, etc. This would help them with reading
fluently.
● Why do you think these changes would improve
student learning? Support your explanation from evidence of research and/or
theory.
Students would see the different kinds of
words more clearly. They would be able to underline sentences that are quotes,
so that they would know to read that with correct expression. They would also
highlight words that they have trouble with, so that they can practice it,
and when reading, they will know that the word is coming up.
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Dr. Hui-Yin Hsu Spring 2014
