Goal: Student engagement in the first 3-5 minutes.

TTYP __x_ Thumbs Up/Thumbs Down __ Give One/Get One x Think, Ink, Pair, Share x Admit Slip_______ One-minute assessment _____

Explicit Instruction Implementation Log

Time Frame of Implementation Study: 50 minute

Name: Trevor Mickelson Grade Level/Role: Demonstration Text: Lesson Focus/Goal: Fluency Expression and pace

Instructional Technique:
Briefly describe the instructional technique, strategy, or activity you will be using. Students will be focusing on different aspects of fluency. Among the most important are expression and pace. Expression is reading with emotion to show emotion and pace is the rate of speed at which you read. Pace of a text should be not to slow or fast. We read with expression and with a pace that enables us to gain a deeper comprehension of the text. By the end of the lesson, you will be able to read with expression and at an appropriate pace for a particular text.

Lesson Introduction:
Include an introductory statement about what students will be learning to do and a brief explanation of how this strategy will be useful to them as readers. Class, today we will be focusing on the components of fluency called expression and pace. When speaking with other people, our use of expression and how we pace our conversation is critical to our listeners comprehension. Reading should be no different. When reading, it is necessary to use expression and an appropriate pace to get across the meaning of a particular text. It is important to remember that when reading silently, or aloud, it is always important to use expression and pace.

Instructor Models and Demonstrates: (I do)

Include key statements you will use to model comprehension thinking. Knowing that good readers will use expression and pace when reading any selected text. I am going to model why it is important to keep in mind expression and pace in order to comprehend a text on a deeper level. Listen as I read a portion of Martin Luther King, Jr.s famous I Have a Dream speech. Read passage with no expression or pace. Think about what was missing from my reading. Turn to a partner and share. As I was reading, I thought it was difficult to really determine the key points of emphasis that King was trying to get to his audience. If I read everything in a monotone voice with no voice fluctuation and with no pauses, it is unlikely that I will develop a strong understanding of the most valuable points. Now I will read it again with proper expression and pace. Listen for the difference that expression and pace make in your comprehension. Read passage again with appropriate expression and pace.

Guided Practice: (We do)

Include opportunities for students to engage in guided practice with the comprehension strategy. This time, as I read, help me determine the expression and pace that is appropriate. Also, be thinking about what the expression and pace helps add to the story. Look for key points in the speech that allow for pause or fluctuation in voice. The goal of this activity is to allow you to see how expression and pace can add meaning to a text.

Collaborative Learning: (You do it together)

Include opportunities for students to engage with a partner or triad while teacher observes small group interaction and understanding of lesson focus. As you work with your partner, take special notice of the expression and pace that you use, as well as the expression and pace that your partner uses. After your partner reads, give a glow and give a grow about what they are doing well and what they can improve upon.

Independent Practice: (You do)

Include opportunities for students to engage in independent practice with the fluency instructional tasks. On your own, find a short speech or story that you can share with a partner. Read it several times (possibly find a video of the speech) to determine the appropriate expression and pace of the author. Practice reading this with expression and pace and be prepared to present it to the class.