Week 8: Lesson on Fluency

Candidate’s Name: Sarah Kovalenko

Grade Level: 3

Title of the lesson: Practicing Fluency

Length of the lesson: 45 minutes

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.

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.

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].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.       CCSS.ELA-LITERACY.RF.3.4.A Read grade-level text with purpose and understanding. 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.

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.

Learning objectives Students will discuss the importance of reading with expression. Students will read a book numerous times to practice fluency.

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.

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.

Instructional resources and materials used to engage students in learning. Ramona Quimby, Age 8, by Beverly Cleary Poem, Hiding, by Dorothy Aldis

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.

Dr. Hui-Yin Hsu Spring 2014