Lesson Plan 1

Name: Richard Williams Name of Activity: Echo Reading, Repeated Reading Reading Component: Fluency Date: 29 July 2013 Name: Nathan Grade Level: Entering Grade 4

Learning Goal: Nathan will be able to read more fluently with better expression, phrasing, smoothness, and pace. Data used to determine that student needs support to meet the learning goal: I administered an Oral Fluency Assessment as an initial diagnostic. I also observed him reading from a favorite book Big Nate Flips Out. For the Oral Fluency assessment, Nathan scored just below 3rd grade level for words correct per minute. During the reading observation I noticed Nathan reading too quickly with a mostly flat affect and occasionally skipping words or adding words (that still make sense) into the text. Briefly describe the lesson: For the activities of the lesson, I chose to use the book he is currently reading Big Nate Flips Out Cooking by Lincoln Pierce. Scholastic rates this book as a "Grade level 2.8 equivalent". The book is written mostly in a cartoon or comic book format, with explanatory texts on each page. Nathan is familiar with the Big Nate series of books and they are high interest items for him. As the text is in "comic book" style with corresponding vocabulary, reading it aloud will give Nathan the opportunity to work on prosody and expression with practical English - words and sentence structure that should be natural to him. Furthermore, this book will be great for showing that fluency can help with not only the comprehension but also the enjoyment of the story. I will begin the lesson by describing fluency and establishing the purpose of reading with fluency. I will model reading with fluency and also use a think-aloud as I read the first few pages of the book aloud. Then, we will echo read, which will introduce the gradual release of responsibility. I will read a panel of the text with prosody, and then Nathan will try to read the same phrase using prosody after hearing me read aloud. Then I will have him read the section on his own, with minimal input from me. We will use the same panels of text in order to work on automaticity and prosody. When we have mastered one panel, then we will move onto the next. What materials/resources will be needed for this lesson? Big Nate Flips Out by Lincoln Pierce Scholastic Red Assessment Oral Reading Fluency Norms Grades 2-5

How will I introduce this lesson (identify focus/establish purpose/build context)? I will introduce this lesson by talking with Nathan about what fluency is and why it is important. I will explain that reading isnt about just calling out words. Its about making meaning and finding enjoyment from what the author writes about. By reading as if someone is talking instead of rushing or slurring the words, it flows better and is much more understandable as well as fun to read. I will explain that reading fluently, means reading at a steady rate, using intonation and inflection - basically for him to read it as if he were saying it to me. He will do this by listening to me read and then repeating what I say in the same way that I read it. This will help him to read more fluently, which will increase his understanding of the text and his enjoyment for reading. How will I model this lesson (usually involves a Think-aloud)? I will model this lesson by thinking aloud as I read a few pages of Big Nate Flips Out aloud. I will read a passage from the text. Then I will use a think-aloud and say, I noticed that there were exclamation marks at the end of this sentence, so I tried to read excitement and got a little louder. I am pretending to be Nate in this story so I want to say it the way Nate would say it if it were happening to me. Also, I noticed the periods at the end of each sentence and I paused for a little bit when I got there. I tried to read smoothly, like I was talking to you. Then I will continue reading, followed by a think-aloud and say, I paused for a little bit after each sentence and made sure to read at the same pace, not too fast and not too slow. I changed my voice when I saw the question mark, like I was asking a question. How will I provide for guided practice (gradual release of responsibility)? Next, we will echo read Big Nate Flips Out. I will read a phrase of the text with prosody, and then Nathan will try to read the same phrase using prosody after hearing me read aloud. As I hear him echo me (more) correctly, I will move on in the gradual release of responsibility. After that, he will read aloud to me. I will ask him, Nathan, do you hear how smoothly you are reading the book? Do you think you are using more expression when you read? Is it more enjoyable to read using fluency? Finally, Nathan will repeatedly read the same passage of the book independently to work on automaticity, so he can focus on the meaning of the text. I will ask him, Nathan, do you notice when you focus on reading the words automatically and correctly, as well as smoothly, that you are able to understand more of what the author writes about in the story? Is it more enjoyable when you read it this way? Then, we will talk about what happened in the story and I will ask him a few comprehension questions.

How will I determine if the student is able to apply the skill for his/her own purposes (application)? I will have Nathan read aloud a different text that he likes. He likes the children's magazine Highlights, so I will choose an article from there and have him read it aloud. I will remind him of the different aspects of reading with fluency. He will read the book as fluently as he can. I will do a running record and time him for words correct per minute. Then, I will ask him comprehension questions about the story to see if reading more fluently helped increase his understanding of the text. How did the student perform and what are the implications for my next lesson? Nathan seemed to enjoy the lesson and made some progress in his prosody, though I noted a slight drop in rate (words correct per minute) possibly due to him processing the text and attempting to inject enthusiasm and emotion into it. He really put effort into this and I think he realizes that this will increase his pleasure in reading. I did note that there are some vocabulary words in the Big Nate text that he stumbled over, and even asked me about one or two. I think for our next lesson we will focus on vocabulary words and meanings and possibly go into root words with prefixes and suffixes. I could tell that Nathan really tried to emulate my modeling and it requires a bit of mental effort for him to do so. As we continue this I hope and expect to see continued improvement in prosody and fluency and that these skills transfer to other texts.

Lesson Plan 2
Name: Richard Williams Name of Activity: Vocabulary Builder Reading Component: Vocabulary Date: 4 Aug 2013 Student: Nathan Grade Level: Fourth Grade

Learning Goal: Nathan will recognize six of eight vocabulary words from the text Stone Soup (Aladdin Picture Books version). Data used to determine that student needs support to meet the learning goal: Using the Vocabulary Activities section of the McGraw-Hill website, I had Nathan perform the first activity in the 4th grade section. He got no words correct, so I had to determine whether it was the vocabulary or the activity that was causing him the problems. I determined that it was a bit of both, but mostly the vocabulary based on using the same words in a different activity/context, and he still guessed at all of them, with only one correct answer. Due to his performance at this level, I then went to the 3rd grade activities and observed him work through a few of them until he started having difficulty. This occurred early in the 3rd grade section of McGraw-Hill (unit 2). Briefly describe the lesson: For the activities of the lesson, I chose to use the book Stone Soup, which is an old folk tale, as I already had access to the Aladdin Picture Books version. This story is backed by activities on the McGraw-Hill website and Nathan is familiar with the story. To start with, I will have Nathan perform the online activity associated with the text. The activity is a self-correcting matching activity (match the word to the definition). He got 2 of 8 answers correct. We then will go to the text and read it. While reading, I will model a think-aloud when we come across the first unknown vocabulary word. "Hmm, I wonder what this word is? Let me look at the words around it (context) and see if I can figure it out. Of course, we have a dictionary - even on my iPad, so I can look it up there." (Look up the word. Now, re-read the sentence substituting the definition for the word.) After my modeling, he will take over reading the text (gradual release of responsibility). When he comes to an unknown word, I will prompt as necessary. I will provide the tools necessary (dictionary and text) and be there to guide him. By the end of the text, Nathan will be able to correctly define the unknown vocabulary words in the context of Stone Soup. Application will come in

transferring the knowledge to another text and being able to correctly use some of the words in spoken sentences. What materials/resources will be needed for this lesson? Stone Soup (Aladdin Picture Books version) I will use my iPad with the standard Dictionary app - without this, I would bring a paperback dictionary (or student dictionary, depending on the student level) Internet access to the McGraw-Hill website: http://treasures.macmillanmh.com/t/families/resources/grade3/spelling-andvocabulary-activities How will I introduce this lesson (identify focus/establish purpose/build context)? I will introduce this lesson by talking with Nathan about words and that words have meaning. We need to figure out their meaning instead of just guessing. If we understand the meaning (definition) of words, then we will understand the story better, and in the end we will enjoy what we are reading. After all, it's not fun if we don't understand what is going on! How will I model this lesson (usually involves a Think-aloud)? As described above, I will begin reading the text aloud. When I come to a vocabulary word, I will go into "think-aloud mode": "Hmm, I wonder what this word is? Let me look at the words around it (context) and see if I can figure it out. Well, I *think* this word could mean X because of the sentence and what they are talking about, but I'm still not sure. Now, I will look up the word in the dictionary that I have on the iPad - oh, look, I can even spell the word by copying it from the text, so I can be sure to get the correct meaning." (Look up the word. Now, re-read the sentence substituting the definition for the word.) How will I provide for guided practice (gradual release of responsibility)? By having Nathan take over the reading, and showing his thinking when he comes to a word he does not know. I will prompt as necessary (will probably need to be prompted the first time or two), but as he follows my model he will start being more metacognitively involved in the process.

How will I determine if the student is able to apply the skill for his/her own purposes (application)? I will have Nathan use some of the words in verbal sentences, through speaking prompts (questions or comments on the story). I will also check for transfer of the skills by using another text and checking to see if he will use context clues or the dictionary on his own. How did the student perform and what are the implications for my next lesson? Nathan loves "helping Dad" (as he thinks of these lessons). I also noticed a bit of difficulty in preparing and executing this lesson - vocabulary cannot really be taught in a vacuum. If so, then it's just a list of (spelling) words to be memorized. I did have him re-accomplish the vocabulary activity again, and it took a couple of tries to get a perfect score (though he did much better - 6 out of 8). However, the activity was somewhat limited (possibly by the number of words) and it could have come down to "remembering what number went where" on the matching list. I felt the need to teach the context of the words and the skills to find out what unknown words mean. I also feel that this may take more than one short lesson to cover, so I will plan on doing a review at the beginning of the next lesson. I also noted during his reading that there is still some work on fluency and prosody to do. In the end, I want to help him to develop the skills to find reading enjoyable. Reading does take some work and some skill, but once it becomes "easy" then the imagination can take over and it becomes fun. As with these lessons, he thinks he's helping me so it's not "work" and it's more "fun" and I want to transfer that idea over to reading on his own.

Lesson Plan 3
Name: Richard Williams Date: 11 Aug 2013 Name of Activity: Reading Review Student: Nathan Reading Component: Fluency and some Vocab work Grade Level: entering 4th grade Learning Goal: Nathan will read with more prosody, smoothness and pace. Nathan will use vocabulary skills to determine the meaning of unknown words while reading a passage of text. Data used to determine that student needs support to meet the learning goal: This lesson builds on the previous two lessons: at the end of last lesson, Nathan scored 6 out of 8 on the McGraw Hill Vocabulary activity. In the first lesson, Nathan scored just below 3rd grade level on an Oral Fluency Assessment. Briefly describe the lesson: In this lesson I will take a new (to Nathan) text to check for transfer of fluency skills and vocabulary skills. I will have him read aloud from a previously unread book (The Tale of Desperaux) and closely observe his fluency skills and what happens when he comes to an unknown vocabulary word. I will use a running record for a portion of the text. I will begin by explaining the activity: Today, I want to see if you can use the skills that we practiced earlier. I will have you read a passage of this new book out loud, and if you come to a word you don't know, do you remember what to do? (wait for response - then review context and using the dictionary or glossary). I will model what is expected, then do a bit of echo reading and finally have him dive into reading aloud for me. What materials/resources will be needed for this lesson? The Tale of Desperaux by Kate DiCamillo Dictionary iPad (for internet connection and dictionary usage - also, I have the book on the iPad, though the lesson would work just as well with a hard copy of the text and dictionary)

How will I introduce this lesson (identify focus/establish purpose/build context)? I will begin by reviewing fluency and why it is important, and then asking him what to do if he sees a word he does not know. I will begin by explaining the activity: Today, I want to see if you can use the skills that we practiced earlier. I will have you read a passage of this new book out loud, and if you come to a word you don't know, do you remember what to do? (wait for response - then review context and using the dictionary or glossary). I will model what is expected, then have him dive into reading aloud for me. How will I model this lesson (usually involves a Think-aloud)? I will model by reading aloud from a page of The Tale of Desperaux with fluency and prosody. I will come to a vocabulary word that I do not "know" and then I will stop and think aloud as follows: "Hmm, I wonder what this word is? Let me look at the words around it (context) and see if I can figure it out. Well, I *think* this word could mean X because of the sentence and what they are talking about, but I'm still not sure. Now, I will look up the word in the dictionary that I have on the iPad - oh, look, I can even spell the word by copying it from the text, so I can be sure to get the correct meaning." (Look up the word. Now, re-read the sentence substituting the definition for the word. Using the iPad Kindle app built-in dictionary, I will show him how to highlight the word and get the definition.) How will I provide for guided practice (gradual release of responsibility)? After modeling, I will do a short echo read (to gradually release the responsibility), and once I perceive that he is "getting it", I will get quiet and let him continue to read on his own. If he forgets what to do at a vocabulary word, I will ask him questions such as "what do you think we should do?" and "how can we find out what this means" and other prompts in order to get him to come up with a process for determining the meaning (without just answering him). How will I determine if the student is able to apply the skill for his/her own purposes (application)? I will determine if the goal has been met through observation, and a running record.

How did the student perform and what are the implications for my next lesson? Nathan was really taken with the new story and he was able to transfer the skills quite ably. I think he is starting to really enjoy reading as he seemed excited for the new book. He is also starting to refer to the dictionary rather than the teacher for his vocabulary words. I felt the need to do a review lesson in order to give him time to process the new information and skills and to see if the previous lessons really took. I think they have; his reading is a bit more musical and less monotone and much smoother. I think I am accomplishing my goal of making reading fun when he seems excited to read from a new book. However, I noticed that he tends to tire easily so we will need to work on building his reading stamina as we go along. I think that will come as we work on longer passages of text and different books. For the next lesson, I will move into comprehension and "putting it all together", especially metacognitively.

Lesson Plan 4
Name: Richard Williams Name of Activity: Visualize and Predict! Reading Component: Comprehension Grade Level: entering 4th grade Date: 18 Aug 2013 Student: Nathan

Learning Goal: Nathan will use the strategies of prediction and visualizing in order to gain more meaning from a text. Data used to determine that student needs support to meet the learning goal: This lesson builds on the concepts of the previous lessons. Comprehension is the "why" of reading; it is a combination of the other building blocks that we have been working on: vocabulary, knowledge and using fluency in order to understand and make meaning from the text. Based on observation as well as the running record forms, Nathan is progressing but still is having some challenges in comprehension. As Nathan is progressing in these areas I will put the blocks together into a comprehension lesson today. Briefly describe the lesson: In today's lesson, we will continue in The Tale of Desperaux. I will give Nathan an overview of comprehension and ask questions about the two strategies that I will be teaching today. I will model briefly and then turn the reading over to him. As he reads, I will prompt as necessary with questions to get him to recognize his metacognitive processes. We have to think about what we are reading - if it makes sense in our head, then we can know that we understand. One way to show that is by visualizing. What does visualizing mean? (wait for response). Yes - it is making pictures in our mind. If we can make a picture of what is happening, that means that we understand what we are reading. Another way we can check to see if we understand is by making a prediction. What does prediction mean? (wait for response) Prediction is when we make sort of a guess of what we think will happen next in the story. It's "sort of" a guess, because we take what we know and try to guess what will happen next. I will model what is expected, then have him take over the read aloud.

What materials/resources will be needed for this lesson? The Tale of Desperaux by Kate DiCamillo iPad (the book is in the Kindle app, though the lesson would work just as well with a hard copy of the text and other materials

How will I introduce this lesson (identify focus/establish purpose/build context)? I will begin by explaining the activity: I will ask Why do we read? (wait for response) We read to understand. How do we know when we are understanding? (wait for response) How do we know when we do *not* understand? (wait for response) (Build on responses - explain as necessary that we need to understand what we read and that sometimes need to work on understanding; it's not always automatic) I will explain two strategies that will help you to understand what you are reading. These are visualizing and making a prediction. We have to think about what we are reading - if it makes sense in our head, then we can know that we understand. One way to show that is by visualizing. What does visualizing mean? (wait for response). Yes - it is making pictures in our mind. If we can make a picture of what is happening, that means that we understand what we are reading. Another way we can check to see if we understand is by making a prediction. What does prediction mean? (wait for response) Prediction is when we make sort of a guess of what we think will happen next in the story. It's "sort of" a guess, because we take what we know and try to guess what will happen next. I will model what is expected, then have him take over the read aloud. How will I model this lesson (usually involves a Think-aloud)? For visualizing: I will go back a few pages that we read last time, and re-read them aloud (the part where the author gives the physical description of the newborn Desperaux.) I will then close my eyes and talk through what I think the mouse looks like (wide, dark eyes that are open and really large ears). I will open my eyes and ask Nathan what he thinks Despearaux looks like.

Then I will show the illustration of Desperaux and see how close our visualizations are. For making a prediction: I will re-read the last page that we read aloud (it has a little "cliffhanger") and then think out loud what might happen next. I think that since this book is about Desperaux, and that he looks really different from the other mice, that he will probably not act as the other mice. I think that the next chapter will start with him doing something very un-mouse-like (not sitting in his hole eating cheese!) What do you think will happen? (wait for response) See, you just make a prediction! Let's see if we are right. How will I provide for guided practice (gradual release of responsibility)? After modeling, I will have him start reading aloud. I will observe him closely as he reads. If I see he is not comprehending, or if there is a particularly descriptive passage, I will stop him and ask him either "What do you think will happen next? (Make a prediction) or "What do you think it looks like, based on the words the author used?) I expect that by the end of the lesson that he will stop himself at least once and either provide a verbal description (visualization) or a prediction. How will I determine if the student is able to apply the skill for his/her own purposes (application)? If Nathan stops on his own and provides either a verbal description (visualization) or a verbal prediction, then I will know that Nathan is properly applying the skills. How did the student perform and what are the implications for my next lesson? Nathan continues to surprise me: when I asked him what he thought Desperaux looked like, he gave a rather detailed description (even though it's not in the text). When I asked him for his prediction at the end of the first chapter, he predicted that "Desperaux will live" (even though we hadn't gotten very far in the text). He seemed to really enjoy the stopping in the text and thinking about what is going on (I had him stop every couple of paragraphs or so for comprehension). I

can almost see the connections being made. I also think that the stopping and talking is helping his stamina. His prosody and fluency continues to improve (though there is still work to be done), and he continues to run into a few vocabulary words that he does not know, though he was able to use context clues for a couple of them. In the next lesson(s) I would like to continue to review these skills, while adding to the comprehension strategies. It's nice to see the lessons slowly staring to take hold and watch the "light bulb" start to flicker on. With continued work and consistency on both of our parts, I'm sure Nathan will continue to improve.