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Fluency Weekly Lesson Plan

Name: Kristen Davison Student Name: Makayla Student Grade Level: 4th grade

As a result of completing the Qualitative Reading Inventory with Makayla, I determined that she has a decent handle on comprehension but could use
work on fluency. I noticed that she often reads words a few times over before seeming confident that they are right, and she does not read with
prosody and expression. She has 2 other students in her small group for reading who would all benefit from the same type of lesson on fluency. They
are all English Language Learners and read at about a 1st grade reading level. Since they are in 4th grade but reading on a 1st grade reading level, I am
incorporating both 1st and 4th grade SOLs.

Monday Tuesday Wednesday Thursday Friday

Topic: Fluency: Working with Topic: Fluency: Working with Topic: Fluency: Accuracy Topic: Fluency: Timing Topic: Fluency: Prosody
Sight Words in Isolation and Sight Words in Context *Taught
in Context Standards: Standards:
Standards: Standards: 4.5 4.5
Standards: 1.6 4.5 The student will read and The student will read and
1.6 The student will apply The student will read and demonstrate comprehension demonstrate comprehension
The student will apply phonetic principles to read demonstrate comprehension of fictional texts, narrative of fictional texts, narrative
phonetic principles to read and spell. of fictional texts, narrative nonfiction texts, and poetry. nonfiction texts, and poetry.
and spell. h) Read and spell nonfiction texts, and poetry. m) Read with fluency m) Read with fluency
h) Read and spell commonly used sight m) Read with fluency and accuracy. and accuracy.
commonly used sight words. and accuracy.
words. Objectives: Objectives:
Objectives: Objectives: Students will dictate a Students will read sentence
Objectives: Students will correctly Students will accurately read passage using the Notepad strips and demonstrate
Students will correctly identify 1st grade sight words short passages on their app on the iPad. prosody by using inflection
identify 1st grade sight words in context. reading level. based on the punctuation
in isolation and context. Through this dictation, marks.
Students will practice reading Students will practice reading students will practice reading
Materials: sentences that contain their the same passages multiple at a steady pace so that the Materials:
Sight word cards with sight words. times for more practice and a iPad will be able to recognize Sentence strips
sentences chance to read more what they are saying.
Materials: accurately each time. Activity:
Activity: Reading Fluency Materials: As an introduction to prosody
I will put a pile of sight word worksheets (1 per Materials: iPad for each student and reading with expression,
cards (with sentences) in the student) Words: to, 3 Roll & Read Typed passage we will practice working with
middle of the table. Each after, with sheets (different one for periods, exclamation points,
student will draw a card, read Highlighters Die each student) and question marks. Before
the word, and read the Colored pencils beginning the activity, we will
sentence that accompanies Activity: go over each of these types of
the word. Once they have Activity: Activity: Before introducing the punctuation and when and
read the card, they will keep Students will each receive a Students will complete the activity, I will talk to the why we use them.
it in front of them. Once all of worksheet that focuses on a Roll & Read practice sheet students about the
the cards have been drawn. different word: to, after, or by rolling the die, reading the importance of reading at a Students will each receive a
Each person will give their with. These worksheets passage associated with that steady pace. We do not want sentence strip that contains
cards to the person on their contain deconstructed number, and coloring the star to read too quickly so that we words in isolation, each with
right, and each student will sentences that contain the if they were able to read it can be easily understood. We a different punctuation at the
practice reading the next set sight word. Students will read correctly. also do not want to read too end. Students will practice
of words. (If time allows, we each part of the sentence, slowly because we want to reading the words and using
will rotate the cards one final locate their word, and Procedure: get to a point where we do inflection to demonstrate
time.) highlight it. Once they have (Each passage on the Roll & not need to sound out all of expression effectively.
finished, we will rotate the Read sheet incorporates a the words in order to say
worksheets 2 times (so each different animal/object. them correctly. (Make sure to Then, students will get a
Assessment: student gets an opportunity Before passing out the sheets, emphasize that this will come sentence strip with a
On an observation sheet, I to practice each word) and I will go over each to make with time and they are not complete sentence on it and
will make note of which they will practice reading the sure students know what they expected to be perfect with punctuation at the end.
words the students were able sentences that their peers are -- ladybug, gum, pig, cat, this concept at this point.) Students will practice reading
to identify automatically and have highlighted. frog, jump rope.) these sentences
which words the students Today we are going to do a Each student will receive a appropriately.
needed to sound out. Assessment: fun practice with fluency. I am short, typed passage. They
On an observation sheet, I going to hand out a Roll & will first read their passages Assessment:
will make note of whether or Read sheet to each of you. one at a time to me to ensure I will make note of which
not students highlight the Notice I have a die with me! accuracy. I will help them type(s) of punctuation the
correct sight words on each Each side of the die has a with any words they struggle students struggle with, and
sheet and which words within different number of dots on with. Then, using the Notepad whether or not they
the sentences that the it. Each side of the die feature on the iPad, they will understand what prosody
students struggle with. matches a passage on the read their passages out loud means and demonstrate it
sheet. We are going to have while the iPad recognizes effectively.
one person read at a time. what they are saying and puts
You will roll the die, see which it back into text form. This will
passage it matches, and read help them to read at a steady
the passage. Try to read it as pace so that they can be
best you can. If you read it understood. They may need
correctly, you will color a star to read it a couple times to
afterward. get it right. (Students will be
I will continue to have the spread out in the hallway so
students rotate around and the iPad doesnt pick up
read the passages until someone elses speech.)
reading time is up.
Assessment:
Assessment: As each student is reading, I
There are 3 stars underneath will time them. At a later
each passage for the students date, we will practice with
to color. This means that the these passages again to see if
students may read the same they are reading at a quicker
passage 3 times. When they pace.
read, I will make note of my
observations: pace,
expression (for example
When they read a question,
did it sound like a question?),
and words that they struggled
with. As students get the
same number again and read
the same passage a 2nd and
3rd time, I will record
improvement or lack thereof.

Technology Integration: On Thursday, in order to practice timing while reading, students will utilize the Notepad feature on the iPads.
Reflection
*Lesson taught on November 14, 2017

*Names have been removed


for confidentiality.

On November 14, 2017, I taught a lesson on fluency to Makaylas reading group of three students. These students are English
Language Learners and are currently reading at about a first grade reading level. I chose fluency as the targeted concept because they often work
with my cooperating teacher on word study. Also, after administering the QRI to Makayla, I found that she is fairly proficient in comprehension, but
her fluency including both accuracy and prosody could use some extra practice. I found a fluency practice online and re-made it to tailor to my
students needs.
In order to introduce the lesson, I used the word cards with pictures to make sure the students were familiar with the different
animals and objects they would be reading about in the passages. I showed the word cards one at a time and asked the students to identify them.
They were excited to do so. For example, when I showed the picture of the gum, one of the students showed that she knew what it was by
pretending to chew it. When I showed the jump rope, she stood up and pretended to jump rope. After this, I was confident that the students were
familiar with the words. I wanted to ensure understanding because these students are English Language Learners. My lesson would have been
somewhat ineffective if the students did not know what they were reading about.
One at a time, the students rolled the die and read the passage associated with that number. I noticed that the third time they read
each passage was a vast improvement from the first time. I was glad that there were three stars for each passage so they would get the
opportunity to re-read. As they continued to read, I noticed they were excited for their turn to arrive. They were engaged during the lesson and
were able to focus in on each passage as they were reading. When they stumbled on a word, which only happened the first time reading through, I
asked them to sound it out and helped if they were still having trouble. As they were completing the activity, one student asked if, after coloring
three stars for a passage, they could receive the word card associated with that passage. For example, once they read the passage about the frog
three times, they could receive the frog card and cover up that passage. I agreed, and this made it even more like a game. By the end, each
student had 2 word cards they were able to keep. I could tell that they had felt accomplished after reading.
After giving the lesson, I felt good about how it went. The students had an opportunity to practice reading accurately, and I think this
would be a helpful activity to do again while incorporating higher level passages as they learn more words. Overall, I enjoyed delivering this lesson
and creating ideas for a sequence of five fluency lessons. It provided me with the opportunity to see how lessons fit together and build on one
another.