Catherine Cleveland CEP 301 Fluency Lesson

Teacher Name: Catherine Cleveland Student: Brandon Intervention Plan: Fluency Student Grade: First grade Reading Grade Level: First grade, Frustration level

Present Levels of Performance before the lesson: Strengths: What the student knows and/or can do, and if relevant, at what level Student can Read 26 out of 26 lowercase letters. Student can read and say all of the letter sounds, including 21 consonant sounds and 5 vowel sounds. Student can read a first grade passage with 13 words correct per minute (out of 15), which is an 87% Fluency, putting him at the 25th percentile for Grade 1. Student read 9 out of 40 words accurately on the Slossan Oral Reading Test (SORT), which is 22.5% accurate and a 0.4 grade level. Student is able to read 36/ 48 letter sounds of Nonsense words with 75% accuracy. Weakness: What the student does not know and/or cannot do proficiently, and if relevant, at what level Student read 6/16 nonsense words with only 37.5% accuracy. Below Benchmark Student read 15 CVC words with only 27% accuracy. Intensive Level Student read 15 Consonant blends with only 20% accuracy. Intensive Level Student Read 15 short vowel, dipgraph, and tch trigraph words with only 20% accuracy. Intensive Level Student Read 15 R-controlled vowel words with only 13% accuracy. Intensive Level Student Read 15 long vowel words with only 27% accuracy. Intensive Level Lesson Objective Goal: Today we are going to make our goal to read the first grade passage, Bears, with 95% accuracy and at least 28 wcpm. Materials: Read Naturally, first grade passage; Bears, Progress Monitoring: Fluency Data, coloring utensils, timer 1. Review Prior Skills: Our story today is about a Bears. Do you know what a bear is? A bear is an animal that lives in the woods. Bears have large bodies, paws, and shaggy fur. Now that we know a little bit about our story I want to start our lesson today by reviewing some of the words and patterns from the story we are going to read today. The words in our story that may cause us some trouble are: Strong-having a lot of power or strength Short- not tall; small Big- large; not small Legs- part of the body that help us stand up and walk

(Point to the words as you say them to help the students associate through modeling.)

*This lesson was adapted from the online lesson example.

Catherine Cleveland CEP 301 Fluency Lesson

Lets read these tough words together, tell me the word when I signal. What word? (hand drop) 2. Obtain Commitment to the goal: Do you remember when I had you read a story and I used a stopwatch to see how many words you could read in just one minute? Well today we are going to do that again, but using our new story about Bears. I bet you can read this passage fast if you read the words and say them like you talk, quickly, accurately, and fluently instead of one word at a time. When I collected your pretest fluency rate for a previous passage, you read the first grade passage with 13 wcpm. We will first do a new reading with our new passage, Bears. Your first score will be your cold timing. This is your fluency rate with NO practice. After you practice this passage about Bears and read it repeatedly, we want your hot timing score, or score after practice to be 28 wcpm. To get your score up to our goal of at least 28 wcpm we are going to read chorally, do echo reading, and partner reading. 3. Obtain Cold Timing data: Student will now begin the first reading of the passage Bears. The student will read for one minute and then stop. This first score is the cold timing, which the student will be able to graph. The student will color in their cold timing in blue. 4. Introduce the Fluency skill or strategy: When I talk about fluency in reading, I am talking about people who sound like they are talking when they read. These people read accurately and quickly, while using expression in their voice. They pause when they get to punctuation, or they change their voices for a new or different character. Fluency is important because it helps you sound good when youre reading, but it also helps you to understand what you are reading. For example, do you think it would be easier to understand someone telling you a story if they only told you one word at a time with one voice, or if they told you the story in sentences, and changed their voice for each person they were talking about? This is how fluent readers read: Do not read too fast or too slow; Read with expression; Pause at commas and stop at periods; read in phrases Read what is there When we read in phrases that means to chunk words that go together as we read, instead of reading word by word. Let me show you an example.

*This lesson was adapted from the online lesson example.

Catherine Cleveland CEP 301 Fluency Lesson

If we read the sentence Joe and I built a fort, it was really fun! We should read the phrase Joe and I built a fort all together, because those words go together, then we should read the phrase (or group of words) it was really fun because those words go together. When we read in chunks or phrases, we are more fluent, and our reading is easier to understand. Now that we know what a fluent reader sounds like, let me show you some examples of what good fluent reading does not sound like. I will give an example and I want you to think of what rule I am not following. When Im done reading my example I want you to tell me what I did wrong when I drop my hand. (Read 4 sentences really quickly without stopping at any punctuation and with exaggerated breath) Okay, what rule did I not follow? Was my reading accurate? (drop hand for answer) Was my reading too fast? (drop hand for answer) Did I pay good attention to the punctuation in the passage I read? (drop hand for answer) Did I read with good expression? (drop hand for answer) Did you like listening to me read that way? (drop hand for answer) I broke a lot of the good fluency rules didnt I? Now we can see why when readers read fluently with good accuracy, speed, and expression it is a lot more enjoyable to listen to. When we are reading, lets remember our fluency rules. 5. Model Fluency: Now I am going to read our passage the right way. I am going to read at a good pace, not to fast or slow so I am easy to understand, with accuracy by not skipping tough words, and reading exactly what is on the page, and Im going to read with good expression in my voice. I will pay attention to all of the punctuation marks to make sure I am reading the passage just the way it should be read, making sure that I pause at commas, take deeper breaths at periods, stress sentences with exclamation marks, and raise my voice at the end of any sentences with question marks. If there are quotation marks, I will make sure to change my voice like I am an actress playing that character. Now model the passage, emphasizing all punctuation marks, and using good intonation. Okay, now that Ive read the passage lets think back to the strategies of good fluency that I used. Did you notice how I chunked these words together? (point to example of sentence, loop finger underneath words that go together as you reread the sentence). Thats because those words go together, and should be read as one phrase. Did you see how I stopped and took a breath when I reached the end of sentences? Thats because the author included a period to let me know that the sentence had ended.

*This lesson was adapted from the online lesson example.

Catherine Cleveland CEP 301 Fluency Lesson

Did you see how I raised my voice at the end of this sentence (point to sentence with question mark at the end)? That is because there was this question mark at the end (circle with finger) that tells me that the author wants that sentence to be read as a question, when we raise our voice listeners know that a question is being asked.

Now I am going to read our passage again fluently, if you missed any of the good fluency practices we just talked about the first time, try to see if you notice them during this reading. Use a thumbs up for good fluency strategies, and a thumbs down for poor fluency strategies, can you all show me how I did reading that passage fluently? Can you tell me what fluency skills I used? You can look back to our fluency rules if you need help. Very good, you are getting the hang of our fluency rules! Alright, lets think about times when you should read with good expression; show me thumbs up for yes and thumbs down for no. How about when you are reading a quote in a story? When the author has included a question? When there is an exclamation point? Lets review a few things about when we whisper read by ourselves. Do you still need to read with good fluency? (Yes!) What about accuracy? (Yes!) What should you do if you are whisper reading and do not know a word, and are having trouble sounding it out? (Yes!) 6. Provide Guided Practice: Now I want you all to read along with me, or choral read. So we are going to read at the same time, and I will guide us with my finger so we know which word we are on. I will put my finger on our first word, and when I tap it I want us to begin reading together. We are going to read this story three times, each time focusing on a different one of our skills instead of trying to use all of our new skills at once. In the first reading I want us to read accurately, so lets go over a few words that I think may be tricky. (pull out the sight words or words that are irregular) Okay, now lets read the passage chorally, making sure that we focus on accuracy. ERROR CORRECTION: Now we will read together, we will work on fluency so I need to hear your voice. If a word is challenging I will say, Lets look at this word again, we didnt read that word with good accuracy, the word is ___. What word? Good, lets start at the beginning of the sentence.

*This lesson was adapted from the online lesson example.

Catherine Cleveland CEP 301 Fluency Lesson

Okay, now that we have read for accuracy, our second reading will be with expression. That means that we are all going to pay attention to punctuation, and we will sound like the character when we get to any quotation marks. Are you ready? (tap finger on first word) Okay, now lets read the passage chorally, making sure that we focus on expression. ERROR CORRECTION: Okay, we did a good job, but it seems like we may need to practice our expression more. Watch how I read it. (pause at difficult area) Okay now I want you to read this sentence again with me. Good! For our third reading, we are ready to read with a good pace. We need to make sure that we arent reading too fast or too slow, but this should be easier now that we have looked at our difficult words. Okay, now lets read the passage chorally, making sure that we focus on our pace. ERROR CORRECTION: We didnt all read at the same pace, some of us read a little bit too fast, and some a little too slow. Listen to how I read it with a good pace. Lets try it again together. Okay, now that we have practiced each of our skills separately, lets read our passage a fourth and final time. This time we will combine what we practiced so we are reading fluently with accuracy, expression, and a good pace. Wow! You all did a great job. Can anyone raise their hand and tell me what good fluency skills we used? You can use the list of rules to help you. 7. Provide Collaborative Practice: Now that we have practiced reading together with our good fluency skills, I would like you to read the story with a partner. I want one of you to be the coach, and the other student to read using all of your good fluency skills. While one partner reads, I want the coach to listen closely for their accuracy, expression and good pace. If your partner has trouble use your cue card to help them (Appendix B). Make sure that you are being helpful and respectful, we want everyone to learn to be excellent fluent readers, and we can only do that if we are all working together. Watch me give an example of how this should look and sound, Sally could you come up and be my partner? (Model error correction and turn taking) (Walk around the room as partners work together to ensure everyone is on task and on the right track) Okay, lets come together as a group. What did you notice in your partners reading that was a good fluency skill? (Raise your hand)

*This lesson was adapted from the online lesson example.

Catherine Cleveland CEP 301 Fluency Lesson

Great Skills! Now I want each group of partners to practice retelling the story. Start with partner 1, tell your partner everything you remember about the story. If you get stuck, partner 2 can ask you, What happened next? 8. Provide Repeated Reading and Independent Practice: Now that we have practiced as a full class, and with partners I would like you to practice your reading by yourself. Here are some ideas you may choose in your independent reading for fluency. I would like you to choose the one that will be the best fit for your fluency learning. Some people may use whisper reading or listen to audiotapes. (reader listened to tape that the teacher provided, or the reader taped himself, and self-evaluated his reading performance by listening to his own tape. Note that the teacher can listen to the tape of the reader, too) I want you to practice your story 3 times, no matter what method you choose to use. I will be walking around the room so I can hear and see all of your great uses of fluency skills, so if you need help make sure you raise your hand so I can come over and help you read accurately. 9. Provide Error Correction: In addition to the error correction mentioned within the teaching script, also keep a log of any words students are having trouble with while monitoring independent and partner reading time. If expression is an issue I will provide more examples using both expository and narrative texts to show students how both can be read with good expression. 10. Collect Fluency Data: Collect timed samples of students oral reading performance. Do cold timing (at start of the lesson) Do a hot timing (at the end of the lesson) Now that we have the hot timing data, have the student graph their score. This will be colored in with a red color. Look at the progress you've made! You have done a great job with your accuracy and fluency today! 11. Plan progress monitoring: I will have the student graph their individual hot and cold timing data. I will also conduct the DIBELS ORF assessment on a biweekly basis to ensure that my student is making progress towards their long-term goal objective. If 4 days fall below the aim line, I will make an instructional change.

*This lesson was adapted from the online lesson example.

Catherine Cleveland CEP 301 Fluency Lesson

12. Evidence based teaching practices used in this lesson: I will use the Read Naturally fluency intervention as a part of this lesson. This lesson will be taught with explicit instruction of fluency skills. I will use examples as well as non-examples to help scaffold the students learning of fluency. I will model fluency and provide guided practice. Students will practice reading chorally, echo reading, and partner practice. Error correction procedures will be used to ensure that students can read accurately, and with fluency. A list of fluency rules will be provided so the student can self-evaluate their performance over time. Cold and hot timings will be administered to the student using read naturally passages. Student will record and graph their own data, as well as self-report how they feel they are progressing. I will administer cold and hot timings daily, but will assess the students on the DIBELS ORF on a biweekly basis to ensure they are advancing toward their long-term goals. If the student has scored under the aim line for 4 days I will increase the time they practice the skills as well as include more direct one on one instruction with the teacher. The students goal was selected based on their current DIBELS ORF scores and the appropriate scores for a first grade student in the spring term, as well as comparisons to the Hasbrook and Tindel scale.

*This lesson was adapted from the online lesson example.

Appendix

Catherine Cleveland CEP 301 Fluency Lesson

1) Bears; Read Naturally, first grade passage. (Will attach PDF separately) 2) Progress Monitoring: Fluency Data (pg. 9) 3) 4 sentences used to introduce the Fluency skill or strategy (pg. 10) 4) Skills to read Fluently (pg. 10) 5) Partner Reading Procedures (pg. 11)

*This lesson was adapted from the online lesson example.

Catherine Cleveland CEP 301 Fluency Lesson

*This lesson was adapted from the online lesson example.

Catherine Cleveland CEP 301 Fluency Lesson

The Hare and the Tortoise The Hare was once boasting of his speed before the other animals. "I have never yet been beaten," said he, "when I put forth my full speed. I challenge any one here to race with me." The Tortoise said quietly, "I accept your challenge."

Skills to read fluently: 1.) Read Accurately. (Dont skip words, read what is written) 2.) Read with a good pace. (Too fast and too slow are too hard to understand) 3.) Read with expression. (Sound like the characters, and pay attention to punctuation)

*This lesson was adapted from the online lesson example.

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Partner Reading Procedures 1) If your partner is not reading accurately:

Catherine Cleveland CEP 301 Fluency Lesson

You missed this word, lets sound it out together. The word is _____, now lets reread the sentence accurately If you both need help sounding out a word to read accurately raise your hand and I will come assist you. 2) If your partner is reading too fast or too slow: Your pace is a little too _____, we need to read a bit faster (or slower) so it is easier to understand the story If your partner is still having troubles with finding a good pace, model the pace you would use while reading the passage. If you need help chunking the words into phrases to find a good pace, raise your hand and I will come to model for you. 3) If your partner is not reading with expression, or are not reading punctuation: You missed this punctuation mark. When we see this mark we need to ___________. 4) If your partner does not adjust their voice for new characters: Try to sound just like the character, like you are an actor playing them in a movie. If you come across a punctuation mark you are not sure of, raise your hand and I will explain and model for you what you, as the reader should do.

*This lesson was adapted from the online lesson example.

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