Merissa Leonard Learning Activities

November 8, 2017
T&L 413
Fluency Lesson Plan
Content Objectives:
1. SWBAT read sentences accurately. (CCSS.ELA-LITERACY.RF.1.4)
2. SWBAT read sentences fluently. (CCSS.ELA-LITERACY.RF.1.4)
3. SWBAT recognize an error in their reading, and self-correct through re-
reading. (CCSS.ELA-LITERACY.RF.1.4.C)

Language Objectives:
1. Students will read a text fluently using a leveled text individually as well as
with a partner. (CCSS.ELA-LITERACY.RF.1.4)
2. Students will use fluency when reading with a leveled text to comprehend what
they are reading. (CCSS.ELA-LITERACY.RF.1.4.C)

Assess Student Achievement:

For the assessment, students will be reading independently as the teacher pulls
students to the back table one at a time to complete a summative assessment for
fluency. This assessment is done at the beginning of the year to assess what reading
level a student is at and one is done at the end of the year to assess how much a student
has progressed. Running Records evaluates reading accuracy and fluency, allows the
teacher to track self-correction, and facilitates student comprehension.

1. Students will be required to read a book at their reading level while the teacher
completes a Running Records assessment. The teacher will mark each error as
well as self-correction the student makes while reading. When the student
completes their reading, they will be asked a set of questions to assess their
comprehension of the text. Once this process is completed the teacher will
evaluate the data and calculate the students accuracy rate, error rate, and self-
correction rate which will determine the students fluency and what level they
are currently reading at. (See Figure below for example of Running Record
assessment)

Planning Next Lesson:

Once the assessment is completed for all students, I will evaluate the information and
use the running records to inform my teaching for future reading lessons. Based on
students scores, they will receive their accurate reading levels and will be given new
books in their book boxes for reading based off of those reading levels. Most students
will be placed at the D reading level at the beginning of the year and will progress to be
at a J reading level by the end of the year. For students that fall behind in reading
fluency based on their reading levels, the teacher will provide intervention strategies
during reading times at the back table. Students who need intervention will participate
in guided readings in order to build their skills in accuracy and fluency. Also, students
who struggle will be sent home with a book bag each week to provide further practice
with accuracy and fluency. Students will be allowed to choose their own books, to
ensure that they enjoy the readings and complete them each week. Overall, students
will work towards being accurate and fluent readers throughout the whole school year
Merissa Leonard Learning Activities
November 8, 2017
T&L 413
so students will constantly be provided with new opportunities to improve their reading
skills.

Rubric:
Merissa Leonard Learning Activities
November 8, 2017
T&L 413
Learning Strategy:
1. Manipulatives- Throughout this lesson students will be reading multiple different
books that vary in reading level. The book is seen as a tool that students are using,
and when students get together for partner reading, they are given a set of two
cards, one that is colored red and says, Oops! Smooth it out! and the other is green
and says, Good! Keep going!. These cards are used as manipulatives for students
to remind them of what they should be focusing on when they are reading, which is
fluency. The cards also help students to hold each other accountable and keep them
interested in the reading.

2. Partner Work: For the third part of this lesson, students will work with their
assigned reading partners. Each student is paired with another student that has a
similar reading level. This helps the students to stay on task and to help one
another when they are struggling with a particular book. As the students work in
their pairs, they are able to think critically about their readings, ask each other
questions, and have someone to tell them when they need to smooth out their
reading voice.

Alignment to Language Objectives & Assessments:

Students will be pulled to the back table throughout the week to complete a running
record with the teacher. This assesses students reading fluency by calculating errors
made while reading and timing the student on the amount of time it takes to complete
the reading. At the end of the running record, students are asked corresponding
questions about the reading and this helps the teacher to assess whether students
reading fluency is accurate based on comprehension. Some students may be fluent
readers but sometimes they are not comprehending what is happening in the reading,
which makes the comprehension questions portion of running records so important.

Activity Summary:
In this lesson, students will be practicing reading fluency, and students will begin on

the carpet with the teacher introducing the topic of reading fluency. This minilesson

will be taught to the whole class and takes around ten to fifteen minutes. During this

minilesson, students watch as the teacher practices using re-reading as a strategy to

make their reading voices more fluent. The teacher shows the reading under the

document camera, where students can see that they teacher is also following what she

is reading with her finger, which also helps with pacing. As the teacher comes across a

word that she does not know in the reading she stubbles across the word and continues

to read. She then asks students if that sounded smooth when she read that sentence,
Merissa Leonard Learning Activities
November 8, 2017
T&L 413
and the students reply with an overwhelming answer of no. The teacher then decides

that she better re-read the sentence to smooth it out but asks students what she should

do when she gets to the word she does not know. One student suggests that she could

sound it out, and the whole class including the teacher agrees that is a good idea. The

teacher re-reads the sentence to smooth out her reading voice. After practicing what to

do in order to make sure reading voices are fluent, the teacher reviews all the steps and

techniques she used and sends the students off to practice smoothing out their reading

voices as they read independently. Each student has their own book box that has a

variety of book according to their reading level. Students will use a post-it note to mark

off each time they noticed they had to re-read a sentence because they did not know a

word. This helps students to hold themselves accountable for smoothing out their

reading voice. Students will spend about fifteen minutes reading independently and

then will get with their reading partners (partners are paired based on similar reading

levels). Students will be given a set of two cards that say, Oops! Smooth it out! and

Good! Keep going!. While each student reads to one another, they will use these cards

as manipulatives to hold each other accountable for smoothing out their reading voices

to be fluent readers. After about fifteen minutes of partner reading, students will join

again on the carpet with the teacher. There the class will discuss their new reading

habit that they learned about and practiced that day. While this is only a forty-five-

minute lesson, students are constantly practicing and working towards being fluent

readers. Throughout this whole week, students will be pulled back individually with the

teacher to do running records. This will assess students reading fluency and will

provide the teacher with information to inform further instruction to all students.
Merissa Leonard Learning Activities
November 8, 2017
T&L 413
EdTPA Scripted Learning Activities:
Introduction: The teacher will introduce the lesson by reminding students of all the
previous habits they have been learning and practicing while they read. Then the
teacher will make a connection for students that will help them to understand what
the lesson is going to be about.
Hello, friends! With a silent show of hands who knows how to ride a bike? Wow
thats a lot of you guys, I know how to as well. When I was first learning I needed a
lot of help! My dad would hold me on my bike and help me to practice peddling. As I
started to get more confident he would let go. Of course, there were some bumps
along the way. I fell a TON, had to start and stop all the time, and had to start off
really slow. This is really similar to what we do when we are reading, dont you guys
think? When I read a book that I have never read before or even one that I have
read before I tend to stumble over words. Does that happen to you guys at all? Yeah,
I thought so! But when that happens to be I re-read to make it sound smooth and so
that I can fully understand what the text is saying. Lets practice!

1. After the introduction, the teacher will practice the new reading habit.
Teacher says: Okay kids, now I want you guys to help me when I am
practicing my reading. Can you do that? Perfect, now lets read Gossie and
Gertie!
Teacher begins reading and stumbles over some words.
2. Teacher says: You guys! Did that sound very good to you? Did I say all
the words correctly, in the right order? Did it sound bumpy to you? Give
me a nod if it did sound the best. Whew! Maybe I should go back and re-
read to try and perfect this page of the reading.
Teacher re-reads page and make a sharp distinction from the last reading to
make it smoother.
3. Teacher says: What do you guys think, did that sound so much better
when I re-read it and made it smoother, give me a thumb up if you
think so. Awesome! I am happy that I know this habit now so that I can
do it every time I come across another page that I just have a hard time
with. Because I used re-reading to make my voice smoother, now I am
going to make a check mark on a post it to show me that I used this
habit to help me with becoming a better reader. This is something I
want all of us to do when we start reading individually, sound good?
Teacher practices with students one more time without asking if it sounded
better and students will give teacher reminders to STOP! Re-read!
4. Teacher says: Okay friends, now that we have seen how I practice
making my reading voice smoother by re-reading the text, why dont you
guys try it. Lets go back to our desks and start reading but dont forget
to mark on a post it every time you re-read to make your reading voice
smoother. It will show you how useful this habit is when reading and
will be a reminder that it is a great habit to use.
Merissa Leonard Learning Activities
November 8, 2017
T&L 413
Closure: After students complete independent reading and partner reading where
they practice fluency in their voices while reading, they will be summoned to the
carpet to discuss what we have learned as a new reading habit. The teacher goes
around during independent and partner reading time to conference with students
about their readings, and giving them reminders to re-read when they start to
stumble over sentences. It is important to point out students that the teacher has
conferenced with to the students. Pointing out what you discussed with the student
about how re-reading a certain part was helpful to them in understanding the book
better. Once students are on the carpet, the discussion will begin.

Okay my friends, how do we feel about reading today. Give me a thumb up, in the
middle or, down. That is very interesting, thank you, hands down. Do you guys
think that have a smooth reading voice is important? Do you think it helped you
understand what is happening in the books you were reading? Do you guys think
there are ways that we can practice this outside of just the classroom when we are
re-reading? I think it would help to maybe record your voice to listen to it and see if
it sounds bumpy. Or maybe we could have your parents listen while you read, but
tell them to remind you to re-read when it sounds bumpy. What are some other
things we can do to practice this outside of the classroom?

(allow for students to respond and create a list on the whiteboard of ways to practice
this habit)

You guys, I think you all did an awesome job today on practicing good reading
habits because you not only learned and practiced a new habit but you used your
previously learned habits while reading too! Maybe they really are becoming habits
for you awesome readers! But that is all for today with reading, so get back to your
desks and put your book boxes away!