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Author: Elysha Walker
Subject: Language Arts
Grade Level: 2nd
I.E.P classification(s):
State Standard(s): CCSS.ELA-LITERACY.RF.2.4 Read with
sufficient accuracy and fluency to support comprehension
Lesson Goals: The students will evaluate their reading fluency using
a checklist and write a chapter summary to show their reading comprehension
with an accuracy of 80%.
Anticipatory Set
Guided Practice
Instructional Methods
Anticipatory Set
- Throughout the year, we have been working on becoming fluent readers. Before beginning the lesson, ask the students the following questions:
- When you read a book, do pause at punctuation marks such as periods, commas, and question marks?
- Do you read in the same voice throughout the story? Or do you change your voice for each character?
- Do you read fast, slow, or ‘just right’?
- When you read a book, can you remember what happened and tell someone else about it?
- After asking each question, have the students turn to their partner and share their answer.
- Tell the students, “Today, we will be working on becoming fluent readers. Can anyone tell me what a fluent reader is?”
- Give the students some time to think about this question and then have students share their ideas.
- After the students have shared their ideas about what fluency is, direct their attention to the “What is Fluency?” poster projected on the Smart Board.
- Read and discuss each of the criteria
*Image from Pinterest
- Ask the students to reflect on why reading fluently is important.
- Have a few students share their ideas and tell them that reading fluently allows you to have a better understanding of the material in the book.
- After the students have a better understanding of what it means to be a fluent reader, tell them that “today, we will practice becoming better and more fluent readers.”
Recognition
“What”
Multiple means
of Representation
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Strategic “How”
Multiple means
of Action and Expression
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Affective “Why”
Multiple means
of Engagement
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1.2 Provide alternatives for auditory
information
Providing
a visual chart which includes the criteria of a fluent reader
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4.1 Options for physical response
The
students will be given the opportunity to discuss their ideas with a partner
and I will also call on various students to share their ideas out loud with
the class.
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8.3 Foster collaboration and
communication
The
students will be asked to reflect on the importance of being a fluent reader
and then they will share their ideas with the class.
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2.1 Define vocabulary and symbols
I
will introduce the term “fluency” at the beginning of the lesson and we will
also talk about how to read fluently. The students will be aware that they
will be practicing their reading fluency throughout the lesson.
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3.1 Provide or activate background knowledge
I
will activate the students background knowledge by asking if they know what
it means to be a fluent reader.
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Introduce and Model New Knowledge
- Introduce the book “Chrysanthemum” by Kevin Henkes (Lexile Level 460) to the class.
*Image from Google
- Tell the students, “today we will be watching a read aloud of this book. Pay close attention to how to the narrator is reading the text.”
- After watching the read aloud, ask the students the following questions and record them on chart paper for future reference:
- Did the narrator pause for periods and commas?
- Did the narrator emphasize the words that were bolded or in quotation marks?
- Did the words make sense when the narrator was reading them?
- Did the narrator read too fast or too slow? Did her voice stay the same throughout the story or did it change?
- Did the narrator’s voice change when speaking for the different characters?
- Was the story easy to follow and comprehend?
*Image from Pinterest
- Read the first four pages of “Chrysanthemum” aloud without pausing for punctuation, using expression, and reading very quickly in a monotone voice. Ask students the following questions:
- Were you able to understand what was being read aloud?
- Why was this read aloud not as effective as the first one?
- Remind students that our comprehension depends on the fluency of our reading; if we read too quickly and do not add the necessary expression or pauses, we will not have a very good understanding of the book.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
1.1 Customize the display of information
The
volume of the video will be adjusted so that all students can hear it. The
lights will also be dimmed so that the students can see the illustrations and
text in the book.
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5.3 Scaffolds for practice and
performance
The
video provides a model for how fluent readers read. I also model how it
sounds when readers who are not fluent read a text.
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7.2 Enhance relevance, value, and
authenticity
The
students can use the fluency evaluation chart to guide reading during the
following activities as well as future activities.
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Guided Practice
- After the whole group activity, the students will be placed in pairs. During this activity, the students will have the opportunity to pick a book from the “familiar reading” basket which includes a variety of Amelia Bedelia books for this activity. After choosing their book, they will take turns reading the book aloud to their partner.
*Images from Google
- I will remind students to practice their reading fluency by following the criteria we used to evaluate the narrator in the previous section including pausing for punctuation, not reading too fast or too slow, changing their voice for the different characters, etc.
- During this activity, the teacher will circulate the classroom and listen to the students reading aloud to his or her partner. This will serve as an informal assessment.
- Set a timer for 15 minutes. Once the timer goes off, have the students return the book to the familiar reading basket and give each student a post-it note. Have them reflect on the partner reading activity write down one fluency criteria they need to work on. After they have written a response, instruct them to place it on the board and return to their desk.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
2.1 Define vocabulary and symbols
The
“What is Fluency” and fluency self-evaluation charts are both important
components of the partner reading because they explain what the students
should be focusing on during this activity.
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6.1 Guide effective goal-setting
The
students will set a goal for themselves by writing down a fluency criteria
they need to improve on.
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7.1 Increase individual choice and
autonomy
The
students have the opportunity to pick a book of their choice to complete the
paired reading assignment.
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8.4 Mastery-oriented feedback
As
the students are reading to their partner, the teacher will circulate the
classroom and prompt students who are struggling
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Independent Practice
- Once students have returned to their desks, have the “handouts” person give each student a copy of the reading comprehension and fluency passage, “At the Park”.
*Image from Teachers Pay Teachers
- Instruct the students to get out their crayons and a pencil.
- During this activity, the students will read a short passage three times and color in a star for each time they read the passage. After reading the passage three times, they will answer questions by underlining the sentence which contains the answer in the color listed. Lastly, they will draw a picture demonstrating their understanding of the story.
- Remind the students that this is an independent assignment; therefore, they should not discuss answers until they are asked to do so.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
2.5 Illustrate key concepts
non-linguistically
The
students will answer the questions on the worksheet by underlining the
sentence that contains the answer. They will also demonstrate their
comprehension by drawing an illustration for the passage.
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5.1 Media for communication
The
students will draw an illustration to support the main ideas of the passage.
This is also an indication of their reading comprehension.
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7.3 Reduce threats and distractions
The
students work independently to practice reading fluently.
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Wrap-up
- As a class, we will review the answers for the worksheet that the students completed during independent practice.
- I will use the Elmo to project a blank copy of the worksheet onto the board.
- I will choose quite volunteers to come to the front and do each section. (3 students to read the passage and 3 students to answer the question by underlining the sentence within the story)
- During this time, the students can cross out their incorrect answers and fill in the correct answers.
- After reviewing the students’ independent work, we will review the important criteria for becoming a fluent reader as well as the importance of being a fluent reader.
*Image from Google
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
3.4 Support memory and transfer
The
students will recall the information learned about reading fluency and we
will discuss it as a class during the final review.
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4.3 Accessing tools and assistive
technology
I
will choose students to use the Elmo and fill in the correct answers on the
worksheet
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9.3
Develop self-assessment and reflection
The
students will be able to cross out the wrong answer and write the correct
answer in on their worksheet
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Assessment
Formative (Informal - written)
- For this activity, the students will read a chapter of their guided reading text independently. After reading the chapter, they will evaluate themselves using the fluency checklist I have provided for them as well as write a comprehensive chapter summary.
- The guided reading book list is as follows:
- Group 1: Junie B., First Grader (at last!) by Barbara Park
- Group 2: Junie B. Jones and the Stupid Smelly Bus by Barbara Park
- Group 3: The Boxcar Children by Gertrude Chandler Warner
- The students will use a crayon to color in one of the emojis for each criteria and then write at least one thing that they will work on in the space provided.
- The students will glue the completed checklist into their journal.
*Image from Pinterest
- After completing the checklist and gluing it into their journal, they will write a chapter summary. Their chapter summary will follow this format:
- The book title
- The author
- The chapter
- Summary
- After completing their journal entries, they will turn in their journal for grading.
- They will be graded using a rubric; therefore, we will discuss the rubric before beginning the assignment and it will be displayed on the Smart Board so that they are aware of what is expected of them.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
3.2 Highlight critical features, big
ideas, and relationships
The
students will demonstrate their comprehension of a section in their guided
reading text by writing a chapter summary.
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6.3 Facilitate managing information and
resources
The
use of a rubric allows the students to know what is expected of them in their
writing.
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8.1 Heighten Salience of goals and
objectives
The
rubric that will be used to grade the students’ work will be explained in
detail and will also be displayed so that the students can refer to it if
needed.
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9.3 Develop self-assessment and
reflection
The
students will evaluate their reading fluency using a checklist and
demonstrate their comprehension by writing a chapter summary.
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Materials
- SmartBoard/Elmo
- “What is Fluency?” poster
- “Chrysanthemum” by Kevin Henkes
- YouTube
- Chart Paper/markers
- Pencils/crayons
- Timer
- Journal
- Familiar Reading basket- Amelia Bedelia Books
- “At The Park” passage
- Fluency Evaluation Checklist
- Post-it notes
- Guided reading texts
Brain Network
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UDL Principle
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Recognition Networks
“What”
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I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
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Strategic
Networks
“How”
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II. Multiple Means of Action and
Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
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Affective Networks
“Why”
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III. Multiple Means of Engagement ensures
that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
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