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What: This is a lesson on fluency. Students will be able to read at their level (G) with Commented [1]:
fluency, purpose and understanding (CCSS.ELA-LITERACY.RF.1.4.A). They will Great job overall creating an educational and fun
lesson.
identify two new vocabulary words (merriment/plump). They will work cooperatively to
read a poem with while identifying phrases that suggest feeling )CCSS.ELA-
LITERACY.RL.1.4). They will identify who is telling the story at various points in a text
(CCSS.ELA-LITERACY.RL.1.6). They will also improve their tracking ability, self-correct
and reread as necessary. They will read grade-level text orally with accuracy,
appropriate rate, and expression (CCSS.ELA-LITERACY.RF.1.4.B) all the while
beginning to understand the events in the story that cause the characters to act or speak
a certain way.
How: I will facilitate the fluency activity through framing it as an fun, engaging acting
exercise. I will take the students through specific reading instructions and procedures,
understanding the text, punctuation, vocabulary and meaning in a specific, step-by-step
process. I will use repetition, collaboration and gradual release to help me help them.
Why: I chose this topic because I noticed that my class is full of expressive children who
enjoy acting out vocabulary, but havent yet engaged with literacy as it relates to
drama. Most of my students are strong readers. They are just now working on writing
with appropriate punctuation and reading with attention to common punctuation such
as commas, exclamation points, and question marks. I wanted to give them an
opportunity to bring their learning to life while working together and utilizing the
American holiday, Thanksgiving. I believe even early literacy should be artistic, emotive
and situate students to think deeply and ask questions about the text, all why promoting
friendship. Commented [2]:
Glad youre focusing on these. A lot of schools feel
pressure to minimize these to make room for test prep
and such.
Goals / Objectives: Students will be able to read at their level fluently with expression,
purpose and understanding. They will work collaboratively and read without
memorizing. Along the way, they will identify two new vocabulary words and think
about why characters act or feel a certain way.
Did students read fluently? Did they track properly? Did they attend to punctuation?
Did they understand the story? Did they understand the meaning of their line?
Fluency:
CCSS.ELA-LITERACY.RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.1.4.A
Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.1.4.B
Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
CCSS.ELA-LITERACY.RF.1.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
CCSS.ELA-LITERACY.RL.1.6
Identify who is telling the story at various points in a text.
CCSS.ELA-LITERACY.RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade
1.
A table
1) The Hook (10 minutes) Has anyone ever been to a play? In theater, the actors
have to memorize their lines. But before they do, they practice reading their lines
together like they are having a conversation. Thats what were going to do: Read Commented [3]:
with Fluency. A nice way to introduce a reading activity thats done in
situations outside of school
I will then read The Three Little Pigs play/story dramatically, in two different voices -
as an example of a play story they know that can be read fluently with attention to
expression and character. Then I will have all students read it in partners. Next, two Commented [4]:
students, for instance, Gigi and Alexander (strong readers) will read it out loud. I will Before having the students practice, have a brief
discussion about how you read. Ask students what
have it pre-written on chart paper and highlight the roles in two different colors. I will they noticed about the way you read and how that
tell them that the highlighting helps us keep track of our roles. I will tell them not to differs from reading in other situations.
change their voices as they read because their voices are already different. It is a fun
warm-up for Readers Theater
2) The Body of the Lesson Now were going to read a new story with the same
attention to character roles, expression and fluency. I will read Five Plump Turkeys
and they will echo me. I will ask them, does anyone know the word Merriment?
Where have you heard the word Merry before? What does plump mean? What can
be plump?
Turkey 5: The fifth one said, Come quick and follow me! We will run and hide behind
this old oak tree.
Narrator 2: Away ran the turkeys as fast as they could go. Where are they hiding?
The pilgrim doesnt know.
Next, we will pick roles out of a hat, one student: one role
Then, each student will highlight her/his own role.
Each will practice their own role: individually reading aloud quietly Commented [5]:
I will go around listening and ask: How would your character say your line? Did you see the 4th grade writing workshop video from
last week? Kids were asked to talk into conch shells.
What is the feeling and purpose behind the words? How would it sound when they are Consider teaching that to your students if you think it
thinking ___________. would be worthwhile.
Then I will put them in a circle, this is called a Circle Reading, or Table reading. This is
what real actors do as they prepare for a play, I will say.
3) Closure
a) Management issues: I will tell them that one of the reasons they were chosen for the
group is because they have been well-behaved and if they show me otherwise I will
choose another actor. Also, How are you respecting each other?
b) Response to content of the lesson: Its possible that they wont understand why the
turkeys are hiding, I will ask leading questions, like Why would you hide Its also
possible that this will all be easy, in that case, extra emphasis will be added to
developing character. If anyone doesnt celebrate Thanksgiving, we can talk about that,
too.
Accommodations
a) Accommodations for students who may find the material too challenging: I will help
them when we go around practicing, and I will pair them with a strong partner and have Commented [7]:
them partner read. Is there anything you can do in advance to differentiate
instruction?
b) Accommodations for students who may need greater challenge and/or finish early:
They will work to develop the character, adding a secret name, character traits. They
can experiment with different ways of reading.