EDUC 4320 Report #7

Practicum Report #7: Fluency

Your Name: ____________________________________________ Report DUE: Sunday
4-2-17

A. MINI-LESSON OBSERVATIONS
Teacher/class observation
In preparation for your own lesson planning, you will annotate this mini lesson
template. Include as many details as possible, as if you were going to use this
lesson later to be a sub for this class.

Lesson Plan Component Your description with as much detail as

1. LESSON
GOALS/OBJECTIVES: What
are the teachers goals
during the mini-lesson or
shared reading? Pay
attention to the LEARNING
TARGET (sometimes on the
wall or whiteboard). You can
also include key concepts
the teacher was trying to
explain or demonstrate.
possible
Literacy Objective or Strategy (What are they
learning about HOW to read)
To compare how characters respond (what they do)
to challenges (hard things). Responded to
Challenged by
Content Objective: WHAT are they learning about the
world?
Finding similarities in each others struggles, being
empathetic, being able to group/relate literature to
each other and therefore making more sense to
them.

2. TEXT & MATERIALS USED

What is the text [title]? What
other materials is the
teacher using?
3. LAUNCH/ OPENING
(before reading):
Teacher says or teacher
does:
4. TEACHER MODELING: How
is the teacher modeling or
explaining the concepts or
strategies?
Venn Diagram to compare Someday Cyril with
Dolphin Dreams
Compare the challenges of Someday Cyril to what
we are reading today, Dolphin Dreams. We are
going to look at where they had similar challenges
and different challenges and whether they had
similar responses to those challenges or if they were
different.
Related it to their personal experiences and
exampled what a possible response to his question
could be. Oh remember when they were
shipwrecked...
Then when on the sheet, he asked them to copy
what he had done so they can refer back to his
work/their work that is correct when they go off on
their own.

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5. STUDENTS GUIDED
PRACTICE/APPLICATION: How
are students practicing the
strategy or focal skill? What
directions do they receive?
What are they expected to
do?
6. CHECKING FOR
UNDERSTANDING: How does
the teacher check that
students are moving
towards the target goal?
Report #7
First to find challenges in each story, and think about
whether they are similar or not to the previous story.
Even though they are different, they also might be
the same in some ways. When reading Dolphin
Dreams, think about Someday Cyril.
What are the challenges Cory faces in this story?
How did he respond to those challenges? Think
about the challenges more than setting and
characters

B. FIND THE STANDARD(S): As you observe the mini lesson, find the
standard(s) that match the learning target (highlight or circle).
READING-LITERARY: Students can:
a. Use Key Ideas and Details to:
i. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers. (CCSS: RL.3.1)
ii. Use a variety of comprehension strategies to interpret text (attending, searching, predicting,
checking, and self-correcting)
iii. 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.
(CCSS: RL.3.2)
iv. Describe and draw inferences about the elements of plot, character, and setting in literary
pieces, poems, and plays
v. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events. (CCSS: RL.3.3)
b. Use Craft and Structure to:
i. Determine the meaning of words and phrases as they are used in a text, distinguishing literal
from nonliteral language. (CCSS: RL.3.4)
ii. Use signal words (such as before, after, next) and text structure (narrative, chronology) to
determine the sequence of major events
iii. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms
such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
(CCSS: RL.3.5)
iv. Distinguish their own point of view from that of the narrator or those of the characters. (CCSS:
RL.3.6)
c. Use Integration of Knowledge and Ideas to:
i. Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words
in a story (e.g., create mood, emphasize aspects of a character or setting). (CCSS: RL.3.7)
ii. Summarize central ideas and important details from literary text
iii. Compare and contrast the themes, settings, and plots of stories written by the same author
about the same or similar characters (e.g., in books from a series). (CCSS: RL.3.9)

READING-INFORMATIONAL: Students can:

a. Use Key Ideas and Details to:
i. Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers. (CCSS: RI.3.1)
ii. Determine the main idea of a text; recount the key details and explain how they support
the main idea. (CCSS: RI.3.2)

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iii. Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect. (CCSS: RI.3.3)
b. Use Craft and Structure to:
i. Determine the meaning of general academic and domain-specific words and phrases in a
text relevant to a grade 3 topic or subject area. (CCSS: RI.3.4)
ii. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently. (CCSS: RI.3.5)
iii. Distinguish their own point of view from that of the author of a text. (CCSS: RI.3.6)
iv. Use semantic cues and signal words (because, although) to identify cause/effect and
compare/contrast relationships
c. Use Integration of Knowledge and Ideas to:
i. Use information gained from illustrations (e.g., maps, photographs) and the words in a
text to demonstrate understanding of the text (e.g., where, when, why, and how key
events occur). (CCSS: RI.3.7)
ii. Describe the logical connection between particular sentences and paragraphs in a text
(e.g., comparison, cause/effect, first/second/third in a sequence). (CCSS: RI.3.8)
iii. Compare and contrast the most important points and key details presented in two texts
on the same topic. (CCSS: RI.3.9)

C. PLANNING SHEET: Fluency Lesson Repeated Reading and Audio-

Recording

GOALS: Based on your

assessment observations:
Select a goal for fluency work:
accuracy, rate, phrasing,
expression. (This goal may be
negotiated with your student).

TEXT: Book that you will use Malala: The Story of a Brave Girl from Pakistan
(Title). You can pick a new
book or use the books your
buddy has in his/her box. You
are also welcome to use
Wonderopolis.

OPENING: Script how will you

introduce the task (repeated
reading and recording). Invite
student to set goal with you, if
it applies. Use the fluency
rubric. Remember to explain
you will audio-record your
performance.

MODELING: Choose a strategy

that will help you achieve your
goal. The strategy may
depend on the text:
- Paired reading (p. 81)
- Say good-bye to robot
reading (phrasing) -
- Say it like the

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character/make your
voice match the
feeling. (p. 101)
- This is interesting
voice.
Script how you will model or
implement strategy, focused
on your goal.

GUIDED PRACTICE & SELF-

ASSESSMENT:
Select a SECTION of the text
that you want to rehearse,
repeat, and record. You will
probably record twice.

Write down prompts to coach

the student in the rehearsal of
each reading, the audio-
recording, and how you will
explain the use of the self-
assessment rubric.

D. REFLECTION (after your work with your BB)

Implementation: How did it

go? What book did you end up
using? Why?

How did you select the section

to rehearse and record?

Notes on students
performance: What did you
notice about your students
fluency performance?

What were areas of strength?

What are areas that need
further practice?

Next steps:
What would you like to do in
your next session, in relation to
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fluency?

Would you like to continue

rehearsing the same text, or
use a different text?