I teach a sixth grade reading class that consists of varying reading levels.

There are some in the class that love to read and have several books checked out at one time. There are others that never want to read. There are some that love to read out loud and others that dont enjoy reading in front of the class. One of the reasons that students may not enjoy reading in front of others is that they may not read with fluency. I have decided to do my video on students who are reluctant readers and show them how to become better readers and begin enjoying reading for pleasure. My intended audience for this video is going to be my sixth grade reading class. AASL Standard: Standard 4 Pursue personal and aesthetic growth. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 - Read widely and fluently to make connections with self, the world, and previous readings. 4.1.5 Connect ideas to own interests and previous knowledge and experience. Target Audience: Students in my 5th grade ELA class are 10-12 years of age. There are 31 in this class. There are 16 girls and 15 boys. There are 17 students that are Caucasian, 8 Hispanic students, and 6 African American students. Educational Level: Out of the 31 students, two students are tier 3 and receive support services through Extended Learning Time (ELT). One student receives ESOL services, and three students receive services through the Migrant Education Program. At the school, classes are grouped by ability level. These students are considered average ability level and grades range from Cs to As with the majority of students maintaining a B average in their classes. The majority of students met the CRCT standards in Reading and Language Arts; however, 5 students failed reading and 2 failed the Language Arts section of the CRCT. Six students exceeded in either Language Arts or Reading. Specific Entry Skills: Since my video is focusing on reluctant readers and making them read more fluently, the students need to know what fluency means and how fluency will help them become better readers. Learning Styles: The students participated in the CAPSULE Learning Styles Inventory. According to this learning styles assessment, 12 are primarily visual learners, 8 are kinesthetic learners, and 3 are auditory learners. Several students scored equally as having strengths in more than one area. Four students are equally visual and kinesthetic learners. Three are equally kinesthetic and auditory learners, and one is equally a visual learner and auditory learner.

Motivation (The ARCS Model): Attention: The audience will perceive this video as interesting and worthy of their time because they will see their classmates showing a love of reading and confidence when reading in front of others. Relevance: The video will be meaningful in that it encourages students to choose books that they are interested in and practice reading to improve their fluency. The result of being more fluent is better comprehension and more confident in reading in front of others. Confidence: The video will use other students showing excitement when reading in front of others and will use encouraging words to the reluctant readers when they are practicing reading in order to boost their confidence. Satisfaction: Students will receive intrinsic and extrinsic rewards from their classmates who are encouraging them and from themselves when they become more fluent readers. Objectives: Using books the students find interesting, sixth grade reluctant readers will practice their reading skills so that they will demonstrate improved fluency and will feel comfortable when reading in front of their classmates.