lesson plan fluency
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Feb 20, 2024
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EDU 485 Tutoring Lesson Plan Framework
Name: Paige Gwyin
Grade Level of Tutee: 3rd
Required Lesson Plan Element: Foundational Skills
What is the goal and standard?
GOAL:
The student will be able to recall facts from a nonfiction text to demonstrate understanding of the text.
STANDARD:
RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
W.3.2.a
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together, including illustrations when useful to aiding comprehension.
Goal 1
(Foundational Skills): QPS Quick Phonics Screener. The student will understand how to apply phonics and word analysis skills when they read their dictated texts.
Standard Aligned with Goal: At the end of the lesson, the student will understand how to apply
phonics and word analysis skills when they read their dictated texts. PHONICS Skills addressed: CVCC CVCE words. Fast bridge word list set 3 QPS: Sub test 3 (RF.3.3)
Know and apply grade-level phonics and word analysis skills in decoding words.
a.
Identify and know the meaning of the most common prefixes and derivational suffixes.
b.
Decode words with common Latin suffixes.
c.
Decode multisyllable words.
d.
Read grade-appropriate irregularly spelled words. (RF.3.3) (DOK 1)
Goal 2
(Comprehension):
Repeated readings with comprehension.
The student will be able to
reread a text with accuracy.
(RF.3.4)
Read with sufficient accuracy and fluency to support comprehension.
a.
Read on-level text with purpose and understanding.
Goal 3
(Writing): Informative writing/shared writing. The student will know how to tell a story using descriptive details within their story. Collaborate in a shared writing experience to convey information
W.3.2.a
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together, including illustrations when useful to aiding comprehension.
Materials:
Charly Did It by J.F. Blane
Charly’s New Year’s Revolution by J.F. Blane
Charly Dances ‘til it Drops by J.F. Blane
Sources:
Reading A-Z (Blane, 2021)
The Reading Strategies Book (Serravallo, 2015, p. 140)
As you plan your lesson, remember to use evidence based instructional strategies
Rereading of a Familiar Book/Materials: This does not have to be the entire text. This should focus on standards in the author's craft and integration of text and ideas portion of the core. You could address fluency as well.
The student will read the guided reading book Charly Did It
from the previous tutoring session. The student will read the book aloud to the teacher.
The teacher will praise the student for using decoding skills to sound out the vocabulary words reviewed during the introduction of the book during the previous session. (Responsible, expression, investigate, resolution, responsibility, technically)
The teacher will ask the student, “In the story, Charly’s father wants her to be more mature. Now that we know this, what does Charly need to change to be more mature?
What behaviors can you change to become more mature?”
The student will be able to identify that Charly could keep her room neat on her own, not talk in class, and avoid getting called to dad’s study.
The student should make connections to their life, such as helping clean up after the dogs, charging their cell phone each night, or helping clean up after dinner
The student will use repeated readings as done in previous sessions.
Teacher and tutee will graph data points on the bar graph Word Work, Phonics, Fluency, Structural Analysis, Phonological Awareness Routine:
Incorporate what you have learned from Words Their Way
The teacher will introduce the book Charly’s New Year’s Revolution
. The student will be able to identify this as the next book in the Charly series because it was
mentioned at the end of Charly Did It
.
The teacher will express to the student that the best thing about reading a series is that there are a lot of similarities from book to book. New books in the series may seem familiar because we already know the main characters and their background.
The teacher will explain that when reading a new book in a series, we should use what
we already know from the previous books in the series to help us understand the new book. For example, if we were reading a Magic Tree House
book, the reader should expect Jack and Annie to start each book in the treehouse reading a book, then traveling back in time to a new place, and finding their way back to the treehouse at the end of the story.
The teacher will describe how knowing in what manner the plot will go can help the reader understand where they are in the story, helping figure out what is most important, to retell what you have read so far, and to predict what might come next.
The teacher will model the strategy using the first book in the Charly series from the reading portion of the lesson to make predictions about the second book in the series.
The teacher will use a piece of copy paper to create an anchor chart with markers. The teacher will write predictions for the new book. The teacher will think aloud prompts and ask the student for their thoughts about predictions they can make about the new book in the series after reading the first book. Possible examples:
o
We know the main characters are Charly, her dad, and her aunt.
o
The first book ended with Charly reflecting on her New Year’s revolutions, and the second book is called Charly’s New Year’s Revolution
. I think this book will
be about how Charly acts on her New Year’s Revolutions.
In the first book, Charly did not see a problem, but after talking to her aunt she began to understand why her dad was upset.
Read Aloud: The focus on this section is comprehension. Your work should come from the key ideas and details portion of the core. This is a great place to address text structure. Remember to think aloud and model
. The student’s role during this part of the lesson is to watch the teacher.
The teacher will read the title and author's name and ask the student to discuss what they see on the front and back covers. The teacher will verbally notice that Charly looks to still be getting into trouble.
The teacher will model making predictions. The teacher will remind the student that as
we read it is important to revise predictions based on events in the story.
The teacher will model making their predictions from the from and back cover illustrations. “Looking at the front cover, I can see Charly hiding behind her dad like she had gotten into trouble. Charly’s dad is talking to a man who looks like he is frustrated. It looks like they are standing in a field, maybe a garden with watermelon, since I can see she is eating watermelon on the back cover. Let us read to find out what happened to Charly.”
The teacher will begin reading and pause at page 7 to review the before-reading prediction and adjust the predictions based on what they have read.
The teacher will think aloud a reflection to their before reading predictions and make new predictions. Possible think-aloud prompts may be:
o
I thought Charly was going to make new year’s revolutions about being more mature, but some of her revolutions are things she wants to do for others.
o
In the first book, we were introduced to Aunt Dee, who is very important to Charly. Aunt Dee told Charly to “sow some wild oats and have fun.” I wonder if Charly will plant watermelon seeds like we saw her eating on the cover?”
The teacher will read the remainder of the book.
After the teacher has finished reading the book, the teacher and student will discuss
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how the story went compared to their before and during predictions. The teacher will reflect that their predictions were (most likely) not correct because the city is in a drought and Charly was fined for watering her garden. Prompt possibilities revising predictions: o
I predicted that Charly would plant watermelon seeds, but she planned oats, apple seeds, and watermelon seeds for the whole community to enjoy.
o
Charly wanted to plant a beautiful garden, but she started planting in a community garden that she didn’t have a permit to plant in.
o
Charly would have been fined for using water because the city was in a drought, I did not expect that to happen!
The teacher will ask the student:
o
What did the neighbors do when they saw Charly in the flowerbeds? They called the Parks Department
. o
Why did they call the Parks Department? Charly was raking the flowerbeds.
Did Charly intend to make her neighbors angry? No, she wanted to make other people smile. It was one of her New Year’s revolutions.
Reading of a New Material: The focus on this section is comprehension. Your work should come from the key ideas and details portion of the core. This is a great place to address text structure.
The teacher will introduce Charly Dances ‘til It Drops
, the third book in the series. The teacher will also provide the student with a piece of copy paper and markers to make a
prediction anchor chart, just as we did during the think-aloud.
The teacher will ask the student to observe the front cover and title page illustrations and make predictions about what the text may be about. Possible student predictions:
o
Charly is trying to be mature and made some new year’s revolutions to help her become mature.
o
Charly looks like she is doing a hip-hop dance on the cover. I have heard of rain dances; I wonder if she is trying to dance to make it rain and end the drought so she can get water in her garden without having to pay money.
The student will begin reading the text. The student will pause after reading page 6 and revise the predictions made before reading, adding new predictions based on what they have read so far. The student will write the new prediction on their anchor chart using a different color marker.
The student will finish reading the text.
The teacher will ask some comprehension questions after the reading:
o
The teacher will ask the student to review the sequence of events in the story, working on retelling.
o
In the story, a student teases Charly for trying to make it rain. But Charly continued with her idea of making it rain. What does this tell us about Charly? How would you respond to Charly’s situation?
The student will reflect on the before reading and during reading predictions. The student will write their predictions about what will happen in the next book in the series, Raining Cats, Dogs, and Other Animals.
Writing Connected to the reading. How will you think aloud, model, and guide the
student through this process?
The teacher will tell the student that the next book in the series is Raining Cats, Dogs, and Other Animals
. The teacher will ask the student to write a prediction about what might happen in the next book in their reader’s notebook.
The teacher and tutee will create an anchor chart on cause and effect, and they will use the matching cards to practice.
The teacher will introduce the student to the example of cause-and-effect within the story. The teacher will identify that Charly said, “An apple a day keeps the doctor away.” So, she ate an apple a day, until the day she went to the doctor because she woke up with a sore throat, earache, and fever. Charly believed that not eating an apple was the cause of her illness, the effect.
The student will write one cause-and-effect from the book Charly’s New Year’s Revolution
and one cause-and-effect from Charly Dances ‘til It Drops
. The student may write about:
o
Dad wanting Charly to be more mature, so Charly wrote a resolution list, which she calls a revolution list. o
Aunt Dee told Charly to sow some wild oats, so Charly wanted to plant seeds.
o
Charly began raking leaves in Brewster Park, then her neighbors called the Parks Department because it is public property and Charly did not have a permit.
o
Charly planted her garden, then the city was in a drought with no rain for six weeks. Charly could not water her garden, or she would be fined.
o
The town was in a drought, so Charly’s seeds were not growing.
o
Charly’s garden was not getting any water, so Charly tried to create an invention to make clouds rain on her garden.
o
Charly was doing a rain dance alone, so Aunt Dee joined in and Dad with a rain stick. o
Aunt Dee’s friend flew overhead with a small airplane with a chemical used to create clouds and then help it rain. It began raining during the community parade.
Assessment - How are you progress monitoring your goals? Goal 1:
Progress monitoring Assessment: QPS Quick Phonics Screener. The student will understand how to apply phonics and word analysis skills when they read their dictated texts.
Standard Aligned with Goal:
At the end of the lesson, the student will understand how to apply phonics and word analysis skills when they read their dictated texts. PHONICS Skills addressed: CVCC CVCE words. Fast bridge word list set 3 QPS: Sub test 3
Goal 2
(Comprehension): Repeated readings with comprehension. The student will be able to
reread a text with accuracy.
RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Goal 3
(Writing): Informative writing/shared writing. The student will know how to tell a story using descriptive details within their story. Collaborate in a shared writing experience to convey information
W.3.2.a
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together, including illustrations when useful to aiding comprehension.
The teacher will formatively assess the student’s ability to make predictions based on pictures from the text. The teacher will also assess the student’s ability to make reasonable revisions to their predictions. The teacher will also record words the student
struggles with on the first read and monitor their decoding strategies before helping.
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