Sarah Jessie

Podcast Lesson Plan

LIT630
June 29, 2016
1.

Standards

CCSS.ELA-LITERACY.RF.2.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.2.4.A
Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.2.4.B
Read grade-level text orally with accuracy, appropriate rate, and expression on successive
readings.
CCSS.ELA-LITERACY.RF.2.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
ISTE 1. Creativity and Innovation
b. Create original works as a means of personal or group expression
d. Identify trends and forecast possibilities
ISTE 2. Communication and Collaboration
b. Communicate information and ideas effectively to multiple audiences using a variety
of media and formats
KTS:
6.1 Uses available technology to design and plan instruction.
6.2 Uses available technology to implement instruction that facilitates student learning.
6.5 Demonstrates ethical and legal use of technology
ILA 2.2 Candidates use appropriate and varied instructional approaches, including those that
develop word recognition, language comprehension, strategic knowledge, and readingwriting
connections.
ILA 2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from
traditional print, digital, and online resources
ILA 5.1 Candidates design the physical environment to optimize students use of traditional print,
digital, and online resources in reading and writing instruction.
3.

Time needed to complete the assignment: 30 Minutes in a Literacy Station

4.

Materials (ex. Computers, handouts, etc.)

Student Data Binder with Fluency Rubric and Data Collection/Reflection sheet
iPads with AudioBOOM app
Wiki Page
Leveled/Assigned Fluency Passage
5.

Learning targets of the lesson

Students will be able to read a just right text with proficient fluency.
Students will be able to analyze and reflect on their reading fluency so that they may set goals for
fluency progress.
6.

Procedures of the assignment (Steps)

Background knowledge:
Prior to this lesson, students will have had specific instruction on choosing just right
books. Additionally, students will have had a whole group lesson on what fluent reading is and
will have begun implementing this through Whole Class Choral Reading (WWCC). Students will
also have had experience with iPad expectations and behaviors during Literacy Groups, which
is the small-group time in which the teacher is working with a guided reading group
Procedures:
1) Students will access the class Wiki Page and click on the tab called Focus on Fluency
to review the criteria of a fluent reader.
2) Next, students will assess their fluency knowledge by taking the Fluency Quiz. This
quiz has examples of poor fluency and proper fluency. Students will evaluate the reader
(assessment data will be sent to the teacher). Examples of the correct answers are also
provided on the Wiki.
3) Students will then continue to the link titled Fluency Station Instructions. This page
lists the following instructions for students.
1) Make sure you have these materials: Data binder (fluency chart), Fluency
passage from Ms. Jessie, iPad and Headphones, Pencil and crayon, A quiet space
2) Read over the fluency rubric we created as a class from your binder.
3) Write the date, the name of your fluency passage, and which number read you
are completing, on your student-fluency chart.
4) Open the AudioBoom App on your iPad. Our class username is
"msjessiesclass" and our class password is "welcome".

5) Record yourself reading the passage with fluency.

6) Save this recording as your initials and FLUENCY and the date. Example: SJ
FLUENCY 8-28-16 Do not add a description, and for the category, scroll all the
way down and choose "uncategorized".
7) Listen to your recording and rate yourself on your student-fluency chart. Don't
forget to reflect as well!
8) Good job! You're on your way to being SUCH a fluent reader! Practice reading
a just right book or your fluency passage to build your fluency for next time! Ms.
Jessie will get back to you soon about how you did!
4) The classroom teacher will evaluate the students reading fluency and will provide
feedback on whether or not the child is ready for a new reading passage. (These will
increase in difficulty by DRA level as the year progresses.)
5) Students will visit this station once every 1-2 weeks (depending on need for fluency
instruction).
7.

How students will be assessed

Fluency rubric (self-evaluative and teacher-evaluated) and digital recording that is sent to the
teacher
8.

Accommodations and modifications for students

On the Fluency Literacy Station Wiki page, students have the option of having the instructions
read to them (by simply clicking on the symbol). Additionally, each student will have a
differentiated reading passage that will change as they develop as readers throughout the year.
Students will also receive individual feedback. If fluency proves to be an area of strength for
particular students, this station will be less frequent or replaced with a different station as needed.