Objective: The students will reread familiar text to develop fluency. Students will practice reading with speed, accuracy, and appropriate intonation.
Learning Context:
Students will show the ability to read at a selected target rate. Our goal is 120-150 WPM
Time Allotment:
3 day- 15 min session a week
Instructional Materials:
Teacher Materials:
Blue and Red pens
Differentiation of Instruction:
We will use a variety of strategies to try to engage the many needs of diverse learners in this lesson. There will be Teacher modeling, a tape recorder for audio learners and rereading for our read and write students. For my student Jake, We will pair him up with an advanced partner that will be encourage and support him with his reading. We will also allow him to take home the tape to practice more at home with his parents.
Procedures
Gaining Attention:
Wacky speed read time is the classroom norm. When they hear the phrase “Wacky speed read time” they will know it is time for fluency.
Activating Prior Knowledge:
Prior to this lesson all the students should have been taught how to do the guided practice in fluency and how to use the timed reading graphs and tape player.
State Purpose (Objective) of Lesson:
Is to read at a selected target rate and the goal is 120-150 WPM
Body
Teacher Input(s):
Have each student select a passage they like for practice reading. The passage should not be short because they might memorize. It must be longer or close to 150 - 200 words. After they have selected a passage, have them find and prepare the audio tape.
Guided Practice(s):
(Model) reading aloud a passage, explain to them that this is what a good reader should sound like. After reading ask these questions: Was it accurate? What was my speed? Did I have expression while I read? Then do non-examples: Read very slow, inaccurately, no expression. After showing them non-examples discuss what that reading sounded like and ask them what was wrong.
Teacher Input(s):
First time reading the passage:
Have each student do an unrehearsed first reading with the timer set to one minute. Inform the students to read the passage aloud, underline or circle any word he/she doesn't know, and make a vertical line at the last word read when the timer goes off. Then have the student count the number of words read correctly, and color the Timed Reading Chart with a blue pencil up to that number. Discuss the words that the student underlined, paying attention to letter or word patterns that were confusing. Work with a student to set a new target rate for the passage.
Practice with audiotape and partner:
Have each student read his or her passage two more times. Have the students’ pair up and listen to each other’s audiotape of the passage they picked. After listening to it on tape they are to play it again, but this time the student that pick that passage will read aloud with the tape. Partners are to listen carefully to each reading, and rate the readers improvement and give feedback to the reader on the Peer Feedback Sheet. After the first student has practiced reading the passage three times, they are to switch roles.
Recording their results:
Lastly, have the students do a second timed reading of the passage. Each students record their results on the Timed Reading Chart with a red pencil. When the rates start to increases, the teacher needs to help student set a new goal for their target rate and continue practicing the passage. If the student is able to reach the end of the passage before the minute is up, the teacher is to tell the student to start again at the beginning and mark the last word read.
Checks for Understanding:
Walk around the class and monitor their progress Explain or show another example to student if he is having trouble understanding. You can help them the pairing up and getting the audiotape set up. Also while walking around make sure that the partners are listening and recording progress for their partners. When it comes to recording their results check Timed Reading Chart to see if they are recording the information correctly.
Assessment:
You are to use the Timed Reading Chart along with the passage to evaluate student's progress of fluency.
Closure:
After each session let them know they did a great job and that we will be reading these passages they have chosen until they have met their goal. You also remind them that we are still doing this every other day just as a reminder.
Extension Activities:
Some students may want to keep practicing or they need extra time, that’s ok but it needs to be done at home and the tapes need to be returned the very next day.
Teaching Materials:
Timed Reading Chart
Peer feedback sheet
References:
BOSONE, K. Lee, J. RODERICK, M. Reading Fluency Utah Education Network. (2003)
http://www.uen.org/Lessonplan/preview.cgi?LPid=3820
Flood, J. et al. (2005) Reading Unit 4. New York, New York, Macmillan, McGraw-Hill.
Peer Feedback Sheet
Name:_______________________________________ Date:___________________
Was it accurate?_____________________________________________________________________
What was my speed?_________________________________________________________________
Did I have expression while I read?______________________________________________________
Peer Feedback Sheet
Name:_______________________________________ Date:___________________
Was it accurate?_____________________________________________________________________
What was my speed?_________________________________________________________________
Did I have expression while I read?______________________________________________________
Peer Feedback Sheet
Name:_______________________________________ Date:___________________
Was it accurate?_____________________________________________________________________
What was my speed?_________________________________________________________________
Did I have expression while I read?______________________________________________________
Peer Feedback Sheet
Name:_______________________________________ Date:___________________
Was it accurate?_____________________________________________________________________
What was my speed?_________________________________________________________________
Did I have expression while I read?______________________________________________________
Learning Context:
Students will show the ability to read at a selected target rate. Our goal is 120-150 WPM
Time Allotment:
3 day- 15 min session a week
Instructional Materials:
Teacher Materials:
- Short passages for practice reading
- Audio tape of selected passages
- Timer
- Timed Reading Chart
- Tape Recorder
- Peer Feedback Sheet
Blue and Red pens
Differentiation of Instruction:
We will use a variety of strategies to try to engage the many needs of diverse learners in this lesson. There will be Teacher modeling, a tape recorder for audio learners and rereading for our read and write students. For my student Jake, We will pair him up with an advanced partner that will be encourage and support him with his reading. We will also allow him to take home the tape to practice more at home with his parents.
Procedures
Gaining Attention:
Wacky speed read time is the classroom norm. When they hear the phrase “Wacky speed read time” they will know it is time for fluency.
Activating Prior Knowledge:
Prior to this lesson all the students should have been taught how to do the guided practice in fluency and how to use the timed reading graphs and tape player.
State Purpose (Objective) of Lesson:
Is to read at a selected target rate and the goal is 120-150 WPM
Body
Teacher Input(s):
Have each student select a passage they like for practice reading. The passage should not be short because they might memorize. It must be longer or close to 150 - 200 words. After they have selected a passage, have them find and prepare the audio tape.
Guided Practice(s):
(Model) reading aloud a passage, explain to them that this is what a good reader should sound like. After reading ask these questions: Was it accurate? What was my speed? Did I have expression while I read? Then do non-examples: Read very slow, inaccurately, no expression. After showing them non-examples discuss what that reading sounded like and ask them what was wrong.
Teacher Input(s):
First time reading the passage:
Have each student do an unrehearsed first reading with the timer set to one minute. Inform the students to read the passage aloud, underline or circle any word he/she doesn't know, and make a vertical line at the last word read when the timer goes off. Then have the student count the number of words read correctly, and color the Timed Reading Chart with a blue pencil up to that number. Discuss the words that the student underlined, paying attention to letter or word patterns that were confusing. Work with a student to set a new target rate for the passage.
Practice with audiotape and partner:
Have each student read his or her passage two more times. Have the students’ pair up and listen to each other’s audiotape of the passage they picked. After listening to it on tape they are to play it again, but this time the student that pick that passage will read aloud with the tape. Partners are to listen carefully to each reading, and rate the readers improvement and give feedback to the reader on the Peer Feedback Sheet. After the first student has practiced reading the passage three times, they are to switch roles.
Recording their results:
Lastly, have the students do a second timed reading of the passage. Each students record their results on the Timed Reading Chart with a red pencil. When the rates start to increases, the teacher needs to help student set a new goal for their target rate and continue practicing the passage. If the student is able to reach the end of the passage before the minute is up, the teacher is to tell the student to start again at the beginning and mark the last word read.
Checks for Understanding:
Walk around the class and monitor their progress Explain or show another example to student if he is having trouble understanding. You can help them the pairing up and getting the audiotape set up. Also while walking around make sure that the partners are listening and recording progress for their partners. When it comes to recording their results check Timed Reading Chart to see if they are recording the information correctly.
Assessment:
You are to use the Timed Reading Chart along with the passage to evaluate student's progress of fluency.
Closure:
After each session let them know they did a great job and that we will be reading these passages they have chosen until they have met their goal. You also remind them that we are still doing this every other day just as a reminder.
Extension Activities:
Some students may want to keep practicing or they need extra time, that’s ok but it needs to be done at home and the tapes need to be returned the very next day.
Teaching Materials:
Timed Reading Chart
Peer feedback sheet
References:
BOSONE, K. Lee, J. RODERICK, M. Reading Fluency Utah Education Network. (2003)
http://www.uen.org/Lessonplan/preview.cgi?LPid=3820
Flood, J. et al. (2005) Reading Unit 4. New York, New York, Macmillan, McGraw-Hill.
Peer Feedback Sheet
Name:_______________________________________ Date:___________________
Was it accurate?_____________________________________________________________________
What was my speed?_________________________________________________________________
Did I have expression while I read?______________________________________________________
Peer Feedback Sheet
Name:_______________________________________ Date:___________________
Was it accurate?_____________________________________________________________________
What was my speed?_________________________________________________________________
Did I have expression while I read?______________________________________________________
Peer Feedback Sheet
Name:_______________________________________ Date:___________________
Was it accurate?_____________________________________________________________________
What was my speed?_________________________________________________________________
Did I have expression while I read?______________________________________________________
Peer Feedback Sheet
Name:_______________________________________ Date:___________________
Was it accurate?_____________________________________________________________________
What was my speed?_________________________________________________________________
Did I have expression while I read?______________________________________________________