GenericLessonPlanForm

Subject:Literacy Activity:Fluency Setting:ResourceRoom #ofStudents:1

StatementofObjective: Icanreadwithexpressionbynoticingpunctuationand Accommodations

*Observable/Measurable(A,B,C,D) *Sinceitsoneon
*GLCE/IEP slowingdown.Icanreadfluentlybystoppingtocorrecta one,many
wordthatdoesntmakesense.(FluencyperIEP) accommodations
aretiedintothe
lesson
Materials: Bookmark,whiteboard&marker,TheWolfWhoCriedBoy,
*Preparedandorganized
*Availableforall copiedpage&highlighter
Opening: Todayweregoingtoworkonfluencywhataresomethings Visualaid
*Gainattention/motivate bookmark
*Activatepriorknowledge afluentreaderdoes?(Discuss)
~link/relate;assess;preparefornew
learning(e.g.vocabulary)
*Stategoals/setpurpose Fluentreaderspaycloseattentiontoaccuracy;readwith
~explaintask:why,what,how,and
when
appropriateexpression;readsmoothly,watchingoutfor
forstrategies punctuation;readwithanaturalpace;makesurethey
*Cleardirections
comprehend.

Expression: making known one's thoughts or feelings.

Youusuallycomprehendverywell,butsometimeswhenyou
readtoofastanddontuseappropriateexpression,youcan
missthings.Todayweregoingtofocusonexpressionand
watchingoutforpunctuation,anddoingthiswillhelpyou
slowdownandworkonpace.

Thiswillmakeitsoyoureallynoticeandunderstand
everythingyourereading,andreadingwithexpressionmakes
itextrafun.
Presentation: Visualon
Reviewpunctuation:whatdo,!,?,.,,mean?Howwould whiteboard
Teacher:
*Varietyoflearning(T/S,S/S,S/T) youreadthemdifferently?(Joereads,whileIsupportwith
*Organizationalframework Audiohehears
~construct,clarify,andlinkconceptsin
feedbackandquestioning.Ex.Whydidyoureaditthatway?) howpunctuation
a Ilikecake! canchangea
meaningfulcontext sentence.
*Presentvisually,verbally, Ilikecake?
kinesthetically, Ilikecake. Supports
realworld(e.g.LESH) background
*Modelandthinkaloudtomakevisible Ilikecake,MissAckleysaid/shouted/whispered. knowledge
~languagepractices/processes
~learningstrategiesandadaptations Specificverbal
(how, Copyofpagefrombook:haveJoehighlightthedifferent feedback
whenandwhy) punctuationwhereshouldyoupause?Whereshouldyoube
~organization,relationships,andclues Highlightvisual
*Transferofcontrol loud?Whatotherexpressioncanyouuse?
~studentsexplain,justify,clarify,etc.
*Cleardirections
Pointoutbig,boldwords,cried,sighed,
*Checkforunderstanding shrugged
~appropriatefeedback:praise,prompt
probe/question(inZPD)
~assess/errordrill
~monitorandadjustinstruction
Students:
*Participation
~overtandactive
~instructionaldialogue,thinkaloud,
explain,justify,evaluate,etc.

GuidedPractice: ReadTheWolfWhoCriedBoy.Rememberyesterday,when
*Activityrelatedto
presentation/objectives welookedthroughit.Whataresomethingsyounoticed?What
*Activestudentparticipation doyouthinkitmightbeabout?
~providerationaleforassignment
~multisensoryandrealworld
~instructionaldialogue Startreadingtogethertakingturns,thenlethimreadonhis
*Transferofcontrol
~studentsexplain,justify,clarify,think ownusingexpressionasIobserve.
aloud
*Checkforunderstanding
~ensurehighsuccessrate Pausetoofferfeedbackandaskquestionsashereads
~appropriatefeedback:praise,prompt,
probe/question(inZPD)
Whydidyoureaditlikethat?
IndividualPractice: Noticethispunctuationhowshouldyoureadthis?
~assess/errordrill
~monitorandadjustinstruction
Wheredoyoupause?
*Management/monitoring
~scan,circulate,assess,support,praise

Closing: Whataresomethingsafluentreaderdoes?
*Adequatetime
*Studentssummarizecontentand Tellmeatleastonethingyoudidwellwhenreading?
accomplishments Whatsonethingwecankeepworkingon?
*Assess/identifynewgoals
*Linktofuturelearning

Reflection:
__________________________________________________________________________________________________

Fluentreaders

paycloseattentionto
accuracy

readwithappropriate
expression

readsmoothly,watchingoutfor
punctuation

readwithanatural
pace

makesurethey
comprehend