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Browne
Fall2015
SchoolReadingProblems
Reading Level:
early 2nd
Grade
I. Fluency
Repeated Reading
10 minutes
Objectives:
TSWBAT evaluate her own
fluency of words in isolation and phrases.
Materials
Text:
Stuart Hides Out
Text Level:
GR - H
Dolch Word Cards
Word Fluency Graph
Fry Phrase Strips
Phrase Fluency Graph
Running Record Sheet for
Stuart Hides Out
RF.3.4
-
Read with sufficient accuracy and
fluency to support comprehension.
RF.3.4.A
-
Read grade-level text with
purpose and understanding.
RF.3.4.B
-
Read grade-level prose and poetry
orally with accuracy, appropriate rate, and
expression on successive readings.
RF.3.4.C
-
Use context to confirm or
self-correct word recognition and
understanding, rereading as necessary.
Completed
1.
2.
3.
4.
5.
To be continued
20 minutes
Dr.Browne
Fall2015
SchoolReadingProblems
Objectives:
TSWBAT create mental images
of events in a text to summarize a chapter of
a story.
Materials
Text:
Dinosaurs Before Dark (Magic Tree
House)
by Mary Pope Osborne Ch. 1-2
Text Level:
GR M, DRA - 24
Visualization Exercise - Chapter 1
Storyboard
Pencil
Markers
CCSS:
RL.3.1
-
Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis for
the answers.
RL.3.2
-
Recount stories, including fables,
folktales, and myths from diverse cultures;
determine the central message, lesson, or
moral and explain how it is conveyed
through key details in the text.
RL.3.3
-
Describe characters in a story (e.g.,
their traits, motivations, or feelings) and
explain how their actions contribute to the
sequence of events
Completed
17 minutes
Dr.Browne
Fall2015
SchoolReadingProblems
Materials
Story Elements Graphic Organizer
CCSS:
W.3.3 -
Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details, and
clear event sequences.
W.3.3.A -
Establish a situation and introduce
a narrator and/or characters; organize an
event sequence that unfolds naturally.
Completed
V. Summary/Closure
10 minutes
To be continued
Dr.Browne
Fall2015
SchoolReadingProblems
Assessment of Lesson
I.
Fluency
Tracking her own accuracy and repeated
exposure to texts will help to build fluency.
The tutee will monitor her own fluency using
two graphs, one for Word Fluency and one
for Phrase Fluency, and repeated readings of
familiar texts.
II.
Comprehension
Integrating summarizing and visualization as
comprehension strategies by utilizing one to
get the other. The tutee will develop a
one-sentence summary of a text using images
drawn on a storyboard while listening to a
reading of the text.
III.
Integrated Writing
Building on the knowledge of story elements
by initiating a long-term writing assignment,
beginning with prewriting. The tutee will
determine the setting, characters, problem,
solution, and plot of her own narrative story.
IV.
Word Study
Building off a previous lesson about long
vowels and short vowels, the tutee will work
with the four different spelling patterns of
the long a sound (ay, a_e, ai, and a).
Evidence of Learning
I.
Fluency
The tutee will determine the accuracy of
her readings and track this information
on a graph.
II.
Comprehension
The tutee will write an accurate
one-sentence summary of the first
chapter of the text.
III.
Integrated Writing
The student will determine the
characters, setting, problem, solution,
and plot of a narrative story of her own
creation.
IV.
Word Study
The student will write the correct
spelling pattern required in various
words containing long a vowel sounds.