FLuence Lesson
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School
Montgomery County Community College *
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Course
304
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by LieutenantFogDugong11
W I
L M I
N G T O N
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V E R S I
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C O L L E G E
O FE D U C A T I O N
Teaching and Learning Roadmap
Lesson Title: Reading with Expression Subject/Topic Area: Language Arts Grade or Developmental Level: 1
st
Grade Context for Learning:
What do students already know that is relevant to this
activity, or what skills do they already have, and how do
you know it?
Are the students interested and ready to engage?
What factors might enhance or impede learning, and
how will you address them?
-Students are interested and ready to engage. -Students already know the letters of the alphabet and small words. -Students are beginner readers who need to focus significant amounts of instructional time on basic word recognition and word analysis skills. Standards:
What Standard(s) will be addressed by this activity? Common Core? NGSS? Etc.
R.F.1.4: Read with sufficient accuracy and fluency to support comprehension.
Essential Question(s):
What open-ended questions will be used to stimulate student interest and thinking?
-How does poetry contribute to our understanding of self, others, and the world?
- How can we read with expression, for an example if we are sad, mad, excited. Activity Objectives/Goals:
Describe the activity’s objectives and desired outcomes in terms of what the students will know and be able to do at the conclusion of the activity.
-Students will be able to learn how to read fluently with expression
- When given a poem, students will use their best expression to read fluently according to a rubric
Measuring Success:
Describe how you determined levels of relevant learner knowledge and skill before the activity, and how you will measure learning during and after the activity. (Pre-
Assessment, Formative Assessment, Summative Assessment). How do you plan to use assessment data in future lessons?
Students will individually read the poem “I Ran for the Chapstick” by Kenn Nesbitt. They will have been exposed to this reading previously during the teaching. The teacher will instruct the child to read the poem with their
best expression in their best “four” voice. During this time, the teacher will be assessing their expressive reading based on a rubric. They will be considered proficient if they receive a 12 out of 15 on the rubric. The teacher will use assessment data to plan individual instructional intervention and to develop daily instructional strategies. Activity Structure
Describe how the activity will unfold from beginning to end, its timing and pacing, and how the activity will 1)
The students will be put into pre-
assigned groups of two to four, and 1 | P a g e
provide opportunities for deeper, higher-level thinking and learning (the top of Bloom’s taxonomy).
they will be assigned a reader’s theater script. (5 mins) 2)
The teacher will explain how a play helps students read more fluently with
expression. The teacher will give them instructions of what to do once they are in their group. Each student will already have an assigned role by the teacher so that they can begin practicing immediately. (30 mins)
3)
First, the group will read through the play to become familiar with it. (15 min)
4)
Second, they will read through it again with more expression. (15 min)
5)
Third, they will stand up and act it out with as much expression possible. (30-
40 mins)
Instructional Strategies/Differentiation:
Describe the research-based best practices that will be employed (or relevant learning theories) and why they were selected. How will you DIFFERENTIATE INSTRUCTION
to maximize the learning of all students by offering multiple ways to learn content or skills and to demonstrate that knowledge. There are three main instructional elements that you can adjust to meet the needs of your learners: CONTENT —the knowledge and skills students need to master; PROCESS
—the activities students use to master the content; and/or
PRODUCT
—the method students use to demonstrate learning. Examples of differentiating CONTENT:
Tiered lessons are a good way to differentiate content. In a tiered lesson students are exposed to a math concept at a level appropriate for their readiness.
Examples of differentiating PROCESS
: Provide resource
materials at varied levels of readability and sophistication; Provide teacher-led mini-workshops on varied skills at varied levels of complexity to support student work; and use both like-readiness and mixed-
readiness work groups. Examples of differentiating PRODUCT
: Read and write learners write a book report; visual learners create a graphic organizer of the story; auditory learners give an oral report; and kinesthetic learners build a diorama illustrating the story.
-
Demonstration: The students will demonstrate reading a poem with fluency in front of the class.
-
Group work: Students will work in groups to read the poem, what students read/act out what character. -
Students will be provided with a poem that is at the level appropriate for their reading level.
-
Students will be provided with the appropriate materials that are needed as well with a rubric for the students to know what is expected.
Application:
Describe the opportunities that will be provided for the students to apply the knowledge and/or practice the skills learned.
-
The students will have the opportunities to apply their knowledge/skills learned by
acting out the play with expression in front of the class.
-
Students will have the opportunities to apply their knowledge/skills learned by reading with expression at home or at school. 2 | P a g e
Technology:
Describe the instructional and/or technology/assistive technology that will be incorporated into the activity and
how this will enhance
learning purposefully. Describe how you will use technology to manage and document the learning process and access sources of information that are developmentally appropriate, relevant and interesting.
No technology or assistive technology will be
used. Personalized Learning:
Describe how you will personalize learning
to accommodate differences in students’ learning styles, interests, culture, language etc., and what opportunities will be provided to help students assume more responsibility for their own and others’ learning.
Students who need enrichment will be placed in a group together and given a script with a more difficult text. If there is only one student who needs enrichment, assign them the more difficult role in a script. They will be assessed using a more difficult text that they will have the chance to read over and practice prior to meeting with the teacher. Students who need further instruction will be given an appropriately leveled passage, a fluency phone, and a student-friendly fluency rubric. They will use their fluency phones to talk and listen to themselves read. The students will assess themselves on the rubric. This can be done with partners or small groups depending on the number of students who need more practice. Resources/Materials Needed for the Lesson:
List the resources necessary for the activity’s success.
-
“I ran for the Chapstick” by Kenn Nesbitt -
Multidimensional Fluency Scale
-
Multiple reader’s theater scripts- one for each student and different scripts for each group
-
Student-friendly fluency rubric
Learning Environment:
Describe how you will create an appropriate learning environment for this activity (physical, emotional, aesthetic, social/interactional, leadership, sensory, etc.)
This lesson will create a fun, energetic, learning environment. The noise level will be moderate, but not too loud that it interrupts the groups/individual learning. The learning environment will have social/interactional with the different groups acting out the play.
Extensions
Describe the activities that will enable students to apply their new knowledge and skills in different ways and/or in unfamiliar situations.
-
This activity will teach the students how to show emotion when reading. -
This activity will teach students how to
interact with others (social interaction). -
This activity will teach the students how to read/perform in front of a crowd. Follow-Up
Describe the intermittent reinforcement strategies that will deepen student thinking, interconnect concepts, and
improve relevant skills, and when they will occur.
-
The different time intervals. -
The teacher will be clear about the expectations of how to achieve this activity.
Additional Information
Identify anything else that you feel is important to include in this activity plan.
3 | P a g e
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