Christina Zapatero

Elementary school: Keister (2nd grade)

Cooperating teachers: Regina Hissong & Rose Jantzi
Date to be taught: 15 March 2017
Date submitted to teacher: 2 March 2017

Fluency Lesson

Introducción: Hola amigos! Como están hoy? Hoy vamos a leer un teatro de lectores. Todos
ustedes han participado en un teatro de lectores antes, ¿verdad? ¡Estupendo! Este teatro de
lectores es sobre dos amigos hablando de lo que hicieron durante el fin de semana. En estas
conversaciones hay un saludo, la conversación principal, y finalmente la despedida.
Van a tener parejas y cada persona va a leer cada parte. Por ejemplo, la primera vez que lees,
una persona será amigo 1 y la otra será amigo dos. Los partes van a cambiar durante la
segunda lectura. Mientras están leyendo, quiero que lean con mucha expresión! Primero lo
vamos a leer juntos y después van a leer con sus parejas. Dime si hay palabras que no conocen.

Transición: Distribución de los lectores

Evento 1: Los estudiantes leen partes asignadas
Transición: Cambiar partes
Evento 2: Los estudiantes leen partes asignadas

Diálogo

Amigo 1: Hola, ¿cómo estás?

Amigo 2: Estoy bien, ¿y tú?

Amigo 1: ¡Estoy bien! ¿Qué hiciste este fin de semana?

Amigo 2: Fui al parque y jugué futbol.

Amigo 1: ¡Qué divertido! ¿Qué más hiciste?

Amigo 2: (De una manera tímida) Bueno ...

Amigo 1: Bueno ... ¿qué? ¿Que pasó?

Amigo 2: (De una manera tímida) Accidentalmente pateé la pelota demasiado fuerte hacia una
casa y rompí una ventana.

Amigo 1: ¡Ay Dios mío! ¿Que paso después? ¿Te disculpaste?

Amigo 2: No….
Amigo 1: (con sorpresa) Pero, ¿qué pasó con la ventana rota? ¿Los dueños salieron y hablaron
contigo?

Amigo 2: No, nadie estaba en casa.

Amigo 1: Entonces, ¿qué hiciste?

Amigo 2: Bueno ... ¡Tenía tanto miedo que me fui a casa!

Amigo 1: ¡Eso no está bien! ¿Le dijiste a tus padres?

Amigo 2: Lo sé .. Traté de ocultar lo que hice, pero era obvio que estaba nervioso. Durante la
cena mis padres me confrontaron y les dije lo que pasó.

Amigo 1: ¿Estaban enojados?

Amigo 2: Estaban tan enojados. El sábado por la mañana fui a decirle al dueño de la casa que yo
rompí su ventana.

Amigo 1: ¿Y qué pasó?

Amigo 2: (con sorpresa) No estaba enojado conmigo, pero tenía miedo de que algún extraño
pudiera entrar en su casa.

Amigo 1: Eso tiene sentido. Yo también habría tenido miedo. ¿Tienes que pagar por la ventana
rota?

Amigo 2: Más o menos. El dueño sólo quería una disculpa, pero mis padres insistieron que
limpiara su casa. Hice un montón de quehaceres en su casa.

Amigo 1: ¿Qué tipo de quehaceres hiciste?

Amigo 2: Limpié toda la casa, sus cuartos, baños, y la cocina! Incluso me puse de rodillas y
limpié sus pisos.

Amigo 1: Wow, eso suena como un montón de trabajo.

Amigo 2: ¡Fue un montón de trabajo! Mis padres querían que me diera cuenta de que lo que
había hecho era malo. No es bueno huir de sus problemas!

Amigo 1: Bueno, me alegro que hayas aprendido. Fue genial hablar contigo, pero tengo que irme
ahora. Adiós, nos vemos mañana.

Amigo 2: ¡Adiós! Que tengas un buen día.

Introduction: Hello friends! How are you today? Today we are going to read a readers theater.
This reader’s theater is about two friends talking about what they did during the weekend. In this
conversation there is a greeting, the main conversation, and finally the farewell. There are two
characters in the script, so you will read in partners. For example, the first time you read, one
person will be friend 1 and the other will be friend two. The parts will change during the second
reading. The objective of this activity is to practice reading with fluency. What this means is that
we want to make sure we can read every word clearly and with expression! First we will read it
together and then you will read with your partners.

Transition: Distribute scripts

Event 1: Students read assigned parts
Transition: Students change parts
Event 2: Students read assigned parts

Friend 1: Hello, how are you?

Friend 2: I'm fine, and you?

Friend 1: I’m good! What did you do this weekend?

Friend 2: Well, it was so nice outside on Friday that I went to the park and played soccer.

Friend 1: What fun! What else did you do?

Friend 2: (In a shy manner) Well...

Friend 1: Well….what? What happened?

Friend 2: (In a shy manner) While I was playing playing soccer, I accidentally kicked the ball
too hard towards a neighbor’s house and I broke their window.

Friend 1: Oh my goodness! What happened after? Did you go over and apologize?

Friend 2: No…

Friend 1: (with surprise) But what happened to the broken window? Did the owners go outside
and talk to you?

Friend 2: No, nobody was home.

Friend 1: So, what did you do?

Friend 2: Well… I was so afraid that I went home!

Friend 1: Hey, that’s not right! I’m sure the owner of that house was very upset. Did you tell
your parents?
Friend 2: I know… I tried to hide what I did from my parents, but it was obvious that I was
nervous. During dinner they confronted me and I told them what happened.

Friend 1: I bet they were SO angry!

Friend 2: They were SO angry. On Saturday morning I went to tell the owner of the house I was
the one who the one who broke their window.

Friend 1: And what happened?

Friend 2: (with surprise) The owner did not even notice until I told him! He wasn’t angry with
me. He knew it was a mistake. He was just disappointed that I did not tell him as soon as I broke
the window. He was afraid any stranger could have broken into the house.

Friend 1: That makes sense. I would have been afraid too. Did you have to pay for the broken
window?

Friend 2: More or less. The owner just wanted an apology, but my parents insisted I complete
chores to make up for what I had done. So, I paid him back through cleaning his house.

Friend 1: What kind of chores did you do?

Friend 2: What chores didn’t I do! I cleaned and vacuumed the entire house! I even got down on
my knees and scrubbed his floors.

Friend 1: Wow, that sounds like a lot of work. I wouldn’t want to do that.

Friend 2: It was a lot of work! But, my parents wanted me to learn my lesson. It is not good to
run away from your problems!

Friend 1: Well, I'm glad you learned your lesson. It was great talking to you, but I have to go
now. Bye, I’ll see you tomorrow.

Friend 2: Bye! Have a wonderful day.

 Fluency Reflection

My practicum placement is in a 2nd grade dual language classroom at Keister

Elementary. My CT teaches the English section and focuses on history, science, and math. The

students, however, receive Language Arts and Reading instruction in Spanish. Because

Language Arts is taught in Spanish, I led my fluency lesson in Spanish. For this lesson I created

a readers theater about two friends discussing what they did over the weekend. The Spanish

teacher wanted students to work on their conversational skills, so she suggested my reader’s

theater have a greeting, a main conversation, and a farewell. I taught my fluency lesson to four

small groups. I introduced the reader’s theater by asking the students if they had ever participated

in one. Most of them had, so we quickly moved on to reading the actual script. In each small

group we read the script together first. I would pause the students after every few sentences to

ask them about certain vocabulary words and emphasize reading with expression. I read loudly

and with a lot of expression so that the students had an idea of how I wanted them to read. After

we read together, I assigned the students either the role of “friend 1” or “friend 2”. The students

switched roles after they finished reading the first time.

The students in the class had already been sorted into literacy groups according to their

reading ability. The “red” group has the highest reading ability. There are three heritage Spanish

speakers and two heritage English speakers in this group. These students speak Spanish very

well and read above grade level in both English and Spanish. These five students had no

difficulty reading the text or decoding unfamiliar words. Because this group was able to read

with ease, I focused on getting them to read with expression. When we read the script altogether

I made sure to point out all of the cues that insinuated a certain expression (exclamation points,

ellipsis,). When observing the students speak with their partners I was making sure the
expression in their voices matched what was on the text. The students in this group were eager to

read and loved acting out their characters.

The “orange group” has three heritage Spanish Speakers and two heritage English

speakers. One of the Spanish speakers is a newcomer who doesn’t speak English. The heritage

Spanish speakers read above grade level in Spanish and on grade level for English (except for the

newcomer). The two heritage English speakers read above grade level in English and on grade

level in Spanish. All of the students in this group understood the whole script and were able to

decode words with ease. I reviewed some vocabulary words with this group, but we mainly

focused on reading with expression. When we read the script altogether I made sure to point out

all of the cues that insinuated a certain expression (exclamation points, ellipsis). When observing

the students speak with their partners I was making sure the expression in their voices matched

what was on the text. The students in this group were eager to read and loved acting out their

characters.

The “yellow” group has three heritage Spanish speakers and five heritage English

speakers. Two of the Spanish speakers are newcomers who don’t speak English. These students

read below grade level for both English and Spanish. For this group we focused more on

decoding words and reviewing unfamiliar vocabulary words. We read the script altogether twice

to make sure everyone knew all of the words. Afterwards the students broke off into partners to

read. This group had a little bit more difficult reading the script than the other two groups, but

they still enjoyed being able to read with their partners.

The “green” group has one heritage Spanish speaker and two heritage English speakers.

All three students read below grade level in both Spanish and English. Two of the students have

learning disabilities. The students in this group had a difficult time staying focused and decoding.
We read the text altogether two times. We read very slowly and focused on decoding the words.

After recognizing the difficulty the students were having with the text, I decided to not have

them read in partners because the frustration would be high. This group was the least engaged

because the text was above their reading level.

If I were to have taught this lesson again I would have written a different script for the

“green” group. The text in the reader’s theater I created was at the frustration level for these

students. I think the text was perfect for the “orange” and “red” groups. They were able to read

the text with ease and were able to focus on incorporating expression. The text was a little

difficult for the “yellow” group. They were able to read the script, but they did so at a much

slower speed than the “orange” and “red” groups.

When I teach fluency I will create small groups based on reading ability. It’s important

for reading groups to be homogenous. Teachers shouldn’t pair high readers with low readers

during class time because it will result in the stronger readers doing the work. If I end up

teaching a dual-language classroom I will make sure that there are heritage English and heritage

Spanish speakers in each group. In order to assess my students I would have students read

multiple passages at different reading levels and conduct a running record. If reading accuracy is

at least 95% and comprehension is at least 75%, I would have the students read at a harder

passage until I could determine the highest level at which the child could read and still meet the

95% word accuracy.

I would assess my students throughout the year in order to follow student progress and

see where they are struggling. I would teach literacy centers for 2 hours everyday, that way I

could work in small groups with each of the students and cater to their needs. The different types

of fluency activities I would incorporate into stations would be echo reading, choral reading,
independent reading, reader’s theaters, tongue twisters, mad libs, computer games, etc…There

would be a variety of activities for students to engage in. I’d be sure to create words walls for the

students to utilize as well. The most important materials needed for fluency are books! I would

make sure to have an abundance of books at each reading level, as well as in different languages.

I wouldn’t just limit my text selections to fiction and non-fiction books, but I would have an

assortment magazines and newspapers in order to meet the interests of all my students.