1)

PRELIMINARY INFORMATION
Name
Angelica Rinebarger
Date
February 26th, 2016
Title of Lesson
Sentence Fluency
Subject
Writing
Grade level
5th
Time frame for lesson
40 minutes
Objectives

The learner will be able to combine two or more simple sentences

to create a fluent sentence by the end of the lesson with 80%
accuracy.

2)

STATE STANDARDS
5.L.3
Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning,
reader/listener interest, and style.

3)

LESSON FORMAT
Set/Statement of Objective
Hold up the writing competition owl for the whole class to see. This will get them
super excited! They know this means theres going to be a competition. Tell the
class that today theyre going to be working on writing fluent sentences and
should be paying close attention because it will help them during the writing
competition.

1.
2.
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4.
5.
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4.

Input
This is the highest achieving class of fifth graders at Hull. They will be able to
easily keep up and stay on track throughout the lesson even if it moves quickly.
Show the Sentence Fluency PowerPoint either on the computer or under the doc
camera.
Read the sentence fluency definition slide.
Read the example slide. Show students the difference between a choppy and a
fluent sentence. Also show them how they can add their own flare to a sentence.
Repeat step 3 for the second example slide.
Pass out the Sentence Fluency worksheet.
Guided practice/checking for understanding
Place the Sentence Fluency worksheet under the doc camera and go through it
together as a class. Start by reading the directions and the example.
Do the first two questions together.
Have the students do the second two questions on their own.
Instruct students to turn in this worksheet to the white basket when theyre done.
This worksheet will be taken for a grade.

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2.
3.

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5.
6.

7.
4)

Closure
Tell students that the writing competition is going to be about sentence fluency.
They may work by themselves or with one partner. Allow them 30 seconds to
move seats if theyre going to be working with someone else.
Each student or pair of students should have a blank piece of paper and pencils.
Tell students that theyre going to be shown two sentences. Their mission is to
combine the sentences to make one fluent sentence, while also adding their own
bit of flare (like the PowerPoint examples). This would be details, word choice,
adjectives, etc. It must be one sentence only.
Check for understanding with a thumbs-up or thumbs-down.
Show the first writing prompt under the doc camera. Allow 5 minutes for students
to come up with their sentence.
When the 5 minutes are up, start with any student and have them read their
sentence aloud. Take private notes on good or bad things about their sentences
and star those that are well written and will need to be read again with the others
that are well written. Once everyone has finished reading their sentences, have
those that are starred re-read their sentence and decide on the winner(s) of the
writing competition owl.
Repeat the same steps if there is enough time left (at least 10 minutes).
ASSESSMENT
Method Worksheet
Students will complete the Sentence Fluency worksheet.
Criteria for Mastery 10 out of 12 possible points.

5)

MATERIALS/ATTACHMENTS
Doc camera
Writing competition owls
Sentence Fluency PowerPoint
Sentence Fluency Worksheet
Sentence Fluency Competition Prompts
Lined paper and pencils for students

Sentence
Fluency

Sentence Fluency
! Sentence

fluency is the rhythm and flow

of the language and the sound of word
patterns.
! It is also the way in which writing sounds to
the ear.

Example:
! I

like muffins. They taste good.

! I

like muffins because they taste good.

! I

love muffins because they taste sweet

and make an excellent breakfast.

Example:
! I

have a green blanket. Sarah has a yellow

blanket. Kenny has a red blanket.

! I

have a green blanket, Sarah has a yellow

blanket, and Kenny has a red blanket.

! I

have a soft, green blanket, Sarah has a

bright yellow blanket, and Kenny has a striped
red blanket.

I walked home
yesterday. I saw
a duck in the
lake.

John went to
the library. He
checked out
two books.

!
!
Pre - Conference Form
Name: Angelica Rinebarger

Cooperating Teacher: Heather Erndt

Placement Setting: Hull Elementary

University Supervisor: Kelly Papala

Date/Time of Scheduled Observation: 2/26/16 at 1:45 p.m.

Lesson Analysis Review

State Standard 5.L. 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Measureable Objective/Sub-objective(s) to be addressed

How will it be communicated age appropriately?
Document the SMART goal (Specific, Measureable, Achievable, Relevant, and Time-based)

The learner will be able to combine two or more simple sentences to create a fluent sentence by the
end of the lesson with 80% accuracy.

At the beginning of the lesson:

What will be the teacher be saying and doing

Show the Sentence Fluency PowerPoint either

on the computer or under the doc camera.
Read the sentence fluency definition slide.
Read the example slide. Show students the
difference between a choppy and a fluent
sentence. Also show them how they can add
their own flare to a sentence. Repeat for the
second example slide. Pass out the Sentence
Fluency worksheet.

What is the expected student response to the

instruction? What will the students be saying and
doing? (Explicit details must be articulated.)

Students will be sitting at their desks listening.

They will be responding to what the teacher is
saying with yes and no. They will most likely
give their own input on how to make the
sentences better.

In the middle of the lesson:

What will be the teacher be saying and doing

What is the expected student response to the

instruction? What will the students be saying and

!
doing? (Explicit details must be articulated.)
Place the Sentence Fluency worksheet under
the doc camera and go through it together as
a class. Start by reading the directions and the
example. Do the first two questions together.
Have the students do the second two
questions on their own. Instruct students to
turn in this worksheet to the white basket
when theyre done. This worksheet will be
taken for a grade.

Students will be writing on their worksheets during

this time. They will be following along as we go
through the first two questions together and then
working silently on the last two questions.

At the end of the lesson:

What will be the teacher be saying and doing

The end of the lesson is the closure activity that is

detailed below.

What is the expected student response to the

instruction? What will the students be saying and
doing? (Explicit details must be articulated.)
Students will be working individually or in pairs to
combine two sentences to make a fluent sentence
with added flare. They may talk to each other
during this time but they only have 5 minutes.

What will Lesson Closure Look Like Tell students that the writing competition is going to be about sentence fluency. They may work by
themselves or with one partner. Allow them 30 seconds to move seats if theyre going to be working
with someone else.
Each student or pair of students should have a blank piece of paper and pencils.
Tell students that theyre going to be shown two sentences. Their mission is to combine the
sentences to make one fluent sentence, while also adding their own bit of flare (like the
PowerPoint examples). This would be details, word choice, adjectives, etc. It must be one sentence
only.
Check for understanding with a thumbs-up or thumbs-down.
Show the first writing prompt under the doc camera. Allow 5 minutes for students to come up with
their sentence.
When the 5 minutes are up, start with any student and have them read their sentence aloud. Take
private notes on good or bad things about their sentences and star those that are well written and
will need to be read again with the others that are well written. Once everyone has finished reading
their sentences, have those that are starred re-read their sentence and decide on the winner(s) of
the writing competition owl.
Repeat the same steps if there is enough time left (at least 10 minutes).