Design for Learning

Instructor: Emily Lavender Grade Level/Cooperating Teacher: 3rd Lesson Title: Awesome Fluency! Date: December 9, 2013 Curriculum Area: Language Arts-Fluency Estimated Time: 45 minutes

Standards Connection: Read with sufficient accuracy and fluency to support comprehension. [RF.3.4] a. Read on-level text with purpose and understanding. [R.F.3.4a]

Learning Objective(s): When given a Readers Theatre, students will be able to read with sufficient accuracy and fluency based on a fluency rubric, averaging at least three out of four awesome fluencies on the fluency rubric. Learning Objective(s) stated in kid-friendly language: Today, boys and girls we are going to talk about what it means to read fluently. You are going to read a Readers Theatre to practice reading fluently.

Evaluation of Learning Objective(s): Students will read Readers Theatre in table groups. They will have an opportunity to practice reading their Readers Theatre with their group. They will practice reading fluently and with sufficient accuracy based on a rubric. The following day, students will be given a few minutes to practice their Readers Theatre. Then, the teacher will have each group perform their Readers Theatre. The teacher will assess the students by using the same rubric that the students were given the previous day during instruction time. Students must meet at least three of the four on the fluency scale to be proficient. Engagement: The teacher will read a book to engage students. The teacher will focus on reading with expression and emotion. The teacher will model reading fluently, paying attention to punctuation marks. Alright, in just a moment, I am going to call your table number. When I call your table number, I want you to come to the carpet without talking. Lets see how quiet we can do this. You all did so well yesterday during our reading time. Lets see if we can do the same thing today. Alright, table one make your way to the carpet. (wait for appropriate action) Table two. (wait for appropriate action) You all are awesome! Table three and table four, make your way now. (wait for appropriate action) Stellar job! So quiet and I love it! Today, I am going to read a silly book to you. Raise your hand if you have ever read, seen, or heard of the book, A Crazy Day at the Critter Cafe? (wait for appropriate response) Ok, so some of you! Awesome. You may have read it in years previous. It is a silly, little book, but it is great for what we are going to talk about today. I am going to read the book. Your job is to listen very carefully while I read. I want you to be listening to my voice and how I read the story. I want you to be looking at

the punctuation marks when I show you the pages. Also, lets be sure to stay focused throughout the book. We have some fun things planned for today, and I would be so sad if we did not get to everything we had planned today because we were not listening and being respectful during this time. You think you can listen for the things I asked you to and be respectful of our time? Thumbs up if you think you can do that. (wait for appropriate action) I know you all can!! A Crazy Day at the Critter Cafe by Barbara Odanaka. The teacher will read the book to the class. The teacher will ask questions throughout the book to make sure students are engaged and listening. Learning Design: I. Teaching: The teacher will begin by explaining what fluency is and why it is important. Well, how did you like that book? Raise your hand if you want to share something. (wait for appropriate response) It is a silly book, isnt it? BUT, it is going to help us with talking about fluency and what reading fluently means today. When we read with a lot of expression and emotion it helps to paint a picture in our minds of what is happening in the story. Were you listening to my voice while I read the book? (wait for appropriate response) Yes, my voice told the story. Yes, the pictures did too. But what if I read the book like this. A......Crazy.......Day......at....the....Critter......Cafe? Oh no! So slow and boring, right? I sorta sound like a robot! What if I had not shown you the pictures? Could you have painted a picture of what was happening based on my voice throughout the book? (wait for appropriate response) Good! Reading fluently means that the reader is able to read with correct speed, accuracy, and proper expression. We want our words to flow smoothly together. Think smooth as spaghetti, not choppy like rice!!!! Can someone think of another reason why fluency is so important? (The teacher will allow a few students to share) Awesome thinking! I am going to pass out a fluency rubric. We are going to go over the key parts of what it means to read fluently using this rubric. So, take on and pass it around, please. The teacher will pass out the Awesome Fluency rubric to the students. Does everyone have a rubric? (wait for appropriate response) Someone mentioned earlier, when reading chapter books, fluency is important. Again, it helps to paint that picture in our minds. Because in most chapter books, there are no pictures! Expression and emotion are important because they help us to better understand the story or whatever we are reading. It helps us with comprehension. Look at the rubric. Awesome fluency means, when we read we use expression that helps us to understand the story better. I am going to read a sentence with little emotion and expression and then again with expression. Listen closely to the difference. My hair is on fire!!! The teacher will read this sentence with a lot of expression and emotion. My hair is on fire. The teacher will read this sentence with no expression. Ok, which one sounded better? (wait for appropriate response) Oh my! Yes, the first one sounded so much better. When I read the first one, what did my voice do? (wait for appropriate response) Yes, you could tell the way I read this sentence, that I was worried about my hair being on fire! What about the second sentence? (wait for appropriate response) Good, it was like it was no big deal at all that my hair was on fire. And we all know, if my hair was on fire, it would be a BIG deal!!! How did I know how to read the sentence that way? (wait for appropriate response) Yes, by the punctuation marks. You all are so good at punctuation.

Punctuation is so important to help us read fluently. We must pay close attention to punctuation when we are reading. Look at the rubric again, awesome fluency means that we always pay attention to punctuation because it helps us to know how to the read story. Now, I am going to read two more sentences. We are going to now listen to the speed at which I read these sentences. On the rubric, it says that awesome fluency means that we should read like we talk. And that we should only break, pause, or repeat if it make sense in the story. So, listen to my speed. Ok, the first sentence. Last Saturday, I went to the grocery to get some milk and cheese. The teacher will read this sentence very slowly. Ok, I am going to read the same sentence again, but this time listen to my voice. Last Saturday, I went to the grocery to get some milk and cheese. The teacher will read this sentence very quickly, rushing the words. Lets talk about those sentences. What are you all thinking? (wait for appropriate response) Ok, so thumbs up if you think the first sentence is how you think we should read? (wait for appropriate action) Ok, now, thumbs up if you think the second sentence is how we should read? (wait for appropriate response) Very interesting! Lets talk about this for a minute. When we talk about how fast or slow we read, we are talking about rate. We dont want to read so slow that is is boring and hard for us to understand what we are reading. But, also, we dont want to read so fast that no one can understand what we are reading. Rushing through our words is never good! We want to read at a speed and pace that helps to us to understand what we are reading. It should be like we are reading at a conversational pace. We should read like we talk. So, it should sound like this, Last Saturday I went to the grocery to get milk and cheese. Teacher reads sentence at a correct rate. Any questions so far? (wait for appropriate response) Ok, last but not least, phrasing! Awesome fluency requires us to read by grouping our words together as we read. When we reach awesome fluency, we dont mess up very often. When we do mess up, we correct ourselves. This all takes a lot of practice. We talked about how we want to read smoothly. Remember, smooth like spaghetti, not choppy like rice!! We want to make sure that we are grouping words together. We dont want to read word-by-word, like how I read A....Crazy.....Day....at....the...Critter...Cafe. We should read smoothly. Putting all of these things that we have talked about today, phrasing, rate, punctuation, and expression together makes awesome fluency! Awesome fluency is what we want to shoot for! Always! To become an awesome, fluent reader, you must practice. Practice, practice, and more practice!!! II. Opportunity for Practice: The teacher will have the students read a Readers Theatre. The students will have a list of important key points to remember when practicing their own Readers Theatre. So, guess what we are going to do now? (wait for appropriate response) Practice!!!! Yes, ok. You all have done so well, lets keep it up. I think you are going to enjoy what we are about to do. In a few moments, you are going to head back to your tables. I am going to come around with a stack of...drum roll....(When students hear the word drum roll they know to pat their legs) ...Readers Theatre!!! One person from each table will pick a Readers Theatre. I know how much you all love to do Readers Theatre. Be sure to practice reading your parts with expression and emotion. There are no pictures in a Readers Theatre. When you perform, we, the audience should be able to paint a picture in our minds of what is going on. Also, practice reading it fluently, with the correct pace and rate. Practice grouping your words together. I know you all can do a great job with this, so show me!! Does anyone

have questions? Please ask if you do. (wait for appropriate response) Tomorrow we are going to perform these to the class. I will be using the same rubric we talked about in class today. I will be listening for good phrasing, correct pace, the expression in your voice, and if you pay close attention to punctuation. So be working on and practicing those things today. I want all table groups to try and record themselves using the iPad. When you have practiced through a few times, and all feel comfortable, I want you to check out an iPad through me. Using the recording app and record your group reading the Readers Theatre. Then, in your group, listen to the recording of your Readers Theatre. I will pass out a self-assessment form for you to use when you are listening to your recording. Pay attention to YOUR voice when you are listening to the recording and only assess your own voice. Got it, get it, good?! Also, remember what is available in the classroom to help you practice. You are more than welcome to use anything from the Fluency Rocks Box! There are pointers in there, line cards, finger flashlights, and all kinds of things. Also, we have worked with fluency phones this year. Those are great tools to help you also. If you would like to use a fluency phone, ask me and I will get you one. Also, dont forget to look at the fluency posters posted on the board to help you remember each part of the rubric! Got it, get it, good? (wait for appropriate response) Perfect! When I call your table number head back to your seats. Table one.(wait for appropriate action) Table two. (wait for appropriate action) Table three. (wait for appropriate action) Table four. (wait for appropriate action) Awesome! I need your attention for just one more minute before you get started practicing. When your table gets the Readers Theatre, go ahead and start practicing. Make sure to look at the fluency rubric I passed out earlier in class. Also, I am passing out the self assessment cards. If you need help with the self-assessment cards, ask. I will be more than happy to help you. When practicing think about some things that we talked about today in class. Remember, shoot for AWESOME FLUENCY!!! I will be walking around, if you need any help! When the buzzer goes off, stop what you are doing. It will then be time to go to PE. (Students begin practicing in their groups) (Buzzer goes off) Alright, stop what you are doing. (wait for appropriate action) I need you to put your Readers Theatre in the Turn In Tray. (wait for appropriate action) Thank you. Alright table one, line up. (wait for appropriate action) Table two and table three. (wait for appropriate action) And table four, you may line up. Great job today. Thank you for lining up quietly. We are headed to PE. When we come back we will discuss how tomorrow will look as far as reading our Readers Theatre scripts to the class. Sound like a plan? (wait for appropriate response) Perfect! Lets go. III. Assessment: The teacher will use the fluency rubric that she gave the students the previous day to score students on their fluency. The teacher will be listening for correct pace/rate, reading with expression and emotion, good phrasing/chunking, and that students pay close attention to punctuation. This assessment will take place the following day. The students will be reading the same parts that they practiced the day before. Alright, it is time to present your awesome Readers Theatres! Are we excited?! (wait for appropriate response) I am going to give you 5 minutes to meet with your table and prepare anything you need to or practice on last time. When you hear the buzzer, all voices should be off and we will be ready to start. Each group will go in order of table numbers. Remember, I will be using the rubric we discussed and talked about yesterday. Lets all shoot for AWESOME FLUENCY!!! The

teacher will then call each table group one by one to perform their Readers Theatre. The teacher will use the rubric to score students on their fluency. IV. Closure: The teacher will close the lesson after all table groups have performed their Readers Theatre to the class. Awesome fluency, everyone!!! I am so proud of all your hard work. Fluency is so important and comes with a lot of practice. So, just keep practicing. We will practice more and more this year. You will be awesome fluency readers and blow the fourth grade teachers socks off!! Before we move into our Take home journal time, can three people share three reasons why fluency is so important. The teacher will then call on three students to share some things they learned about fluency and why fluency is important. The teacher will be listening for answers like: helps with comprehension, reading with emotion and expression makes reading fun and more enjoyable, reading at the correct pace/rate is important, we should read smooth like spaghetti, not choppy like rice, etc. Materials and Resources: A Crazy Day at the Critter Cafe by Barbara Odanaka Fluency Rubric Fluency Posters Self-Assessment Cards 2 Readers Theatre (attached in a PDF) Fluency Rocks Box! Fluency Phones iPads Selected Readings (for differentiation strategies) Fluency One Minute Readings File Folder (for differentiation strategies)

Differentiation Strategies (including plans for individual learners): High learners: Paired Reading time with a partner-have a selected passage for them to practice reading to each other Have students practice reading a poem using fluency phone Have students do a fluency file folder-one minute timed readings Low learners: Have them record themselves again and self assess their recording Group Reading practice time with students who need more work with fluency Echo Readings with a group of students and the teacher Data Analysis: This lesson has not been taught.

Reflection: This lesson has not been taught.

Our Snowman

by Harriet Whipple Readers 1-3 Reader #1 We rolled a large snowball All over the ground: Reader #2 To gather up snowflakes We pushed it around. Reader #3 And as it went rolling It grew and it grew;; Reader #1 Then we made another So there would be two. Reader #2 It was really hard work, I called for my mother Reader #3 To help put the second On top of the other. Reader #1 Then a smaller one yet Was used for a head, Reader #2 And we gave him a hat And a muffler of red. Reader #3 When his plump snowy arms Were in the right place, Reader #1

We looked for some felt To mark out his face. Reader #2 A mouth which was easy, Two eyes and a nose, Reader #3 The rest were for buttons To trim up his clothes. Reader #1 We turned his mouth upward To give him a smile, Reader #2 And hoped we could keep him At least for awhile Reader #3 He looked very handsome When he was all done, Reader #1 And we let him stand guard With a broom just for fun.

The Snowy Day

Ezra Jack Keats Narrator 1, Narrator 2, Narrator 3, Narrator 4, Narrator 5, Peter, Friend, Mother Narrator 1: One winter morning Peter woke up and looked out the window. Snow had fallen during the night. Peter: Its covered everything, as far as I can see! Narrator 2: said Peter. Narrator 3: After breakfast he put on his snowsuit and ran outside. The snow was piled up very high along the street to make a path for walking. Peter: Crunch, crunch, crunch, Narrator 4: said Peter, repeating the sound that his feet made as they sank into the snow. Narrator 5: He walked with his toes pointed out, then he walked with his toes behind him as he went. Narrator 1: The he dragged his feet s-l-o-w-l-y to make tracks. Narrator 2: And he found something sticking out of the snow that made a new track. Peter: A stick! Narrator 3: A stick that was just right for smacking a snow-covered tree. Narrator 4: Down fell the snow-plop! Peter: Oomph! Narrator 5: He thought it would fun to join the big boys in their snowball fight. Narrator 1: So he made a smiling snowman, and he made angels. Narrator 2: He pretended he was a mountain-climber. He climbed up a great big tall heaping mountain of snowPeter: I am king of the mountain! Narrator 3: and slid all the way down. Peter: Wheeeeeee! Narrator 4: He picked up a handful of snow-and another, and still another. He packed it round and firm and put the snowball in his pocket. Narrator 5: said Peter, then he went into his warm house. Narrator 1: He told his mother all about his adventures while she took off his wet socks. She said to him, Mother: Youve had quite a day! Lets get you all warmed up in a hot bath. Narrator 2: Peter thought and thought and thought about his wonderful adventures. Narrator 3: Before he got into bed he looked in his pocket.

Peter: Hey, where did it go? Narrator 4: sad. He went to sleep. Narrator 5: While he slept, he dreamed that the sun had melted all the snow away. Narrator 1: But when he woke up his dream was gone. Peter: Shwoo! Narrator 2: The snow was still everywhere. Peter: New snow is falling! Narrator 3: After breakfast he called to his friend from across the hall, Peter: Do you want to go play outside with me? Friend: Sure! Narrator 4: his friend called back, Narrator 5: and they went out together into the deep, deep snow.

REMEMBER THESE KEY POINTS WHEN PRACTICING FLUENCY! 1.Expression and Emotion! 2.Phrasing and Chunking! 3.Smooth like spaghetti, not choppy like rice! 4.Good rate!

REMEMBER THESE KEY POINTS WHEN PRACTICING FLUENCY! 1.Expression and Emotion! 2.Phrasing and Chunking! 3.Smooth like spaghetti, not choppy like rice! 4.Good rate!

REMEMBER THESE KEY POINTS WHEN PRACTICING FLUENCY! 1.Expression and Emotion! 2.Phrasing and Chunking! 3.Smooth like spaghetti, not choppy like rice! 4.Good rate!