Reading Fluency Lesson Plan: Week #6/ Assignment #1
Candidate’s Name: Angelicia Ming
Grade Level: Kindergarten
Title of the lesson: Reading Fluency
Length of the lesson: 4 days long; 30 min each day
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Central focus of the lesson (The central focus should align
with the CCSS/content standards and support students to develop an essential
literacy strategy and requisite skills for comprehending or composing texts
in meaningful contexts) Students will improve their
fluency by reading and will be able to predict and draw conclusions based on
the pictures in the story. In addition
students will be able to build sight/sound associations to support key vocabulary.
Key questions:
● what do you want your students
to learn?
1) Are students using context
clues to read words
2) Are students fluency skills
with the book affecting their comprehension skills
● what are the important
understandings and core concepts you want students to develop within the
learning segment?
1) word recognition
2) fluency
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Knowledge of students to inform teaching (prior knowledge/prerequisite
skills and personal/cultural/community assets)
Key questions:
● What do students know, what can
they do, what are they learning to do?
1) Phonemic Awareness
2) Phonological Awareness
3) Letter- Sound Correspondence
4) Sight Words
5) Directionality
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Common Core State Standards (List the number and text of
the standard. If only a portion of a standard is being addressed, then only
list the relevant part[s].)
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Support literacy development through language (academic
language)
● Identify one language function:
(i.e. analyze, argue, categorize, compare/contrast, describe, explain,
interpret, predict, question, retell, summarize or another one appropriate
for your learning segment)
1) retell
● Identify a key learning task
from your plans that provide students opportunities to practice using the
language function.
1) Rereading and asking students
to draw predictions will increase fluency
● Describe language demands
(written or oral) students need to understand and/or use.
1) Students will use written and
oral language to complete lesson and fluency
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Learning objectives
1. Students will know the spelling-sound correspondences.
2. Students will practice reading words with the same
letter sounds.
3. Students will recognize and read grade-appropriate irregularly spelled words.
4. Use
picture clues to aid comprehension
5. Students will know vocal intonation,
rate, and accuracy
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Formal and informal assessment (including type[s] of
assessment and what is being assessed)
● Explain how the design or
adaptation of your assessment allows students with specific needs to
demonstrate their learning. Consider all students, including students with
IEPs, ELLs, struggling readers, and/or gifted students.
Day 1:
1)
Start with a quick run of the selected sight
words that will be introduced for the week to students on a flash card
2)
Bean Bag Toss: Have flash cards separated on
the floor and allow students to toss the bean bag onto a word. The students
read the word with either a partner or assistance from the whole class depending
on if you want the activity to be in a small group or large group setting.
3)
Have students rotate to the next learning
center and make a sentence using the word with the assistance of the teacher
for help.
4)
Have students continue this activity until all
the words are used in a sentence.
Day 2:
1)
Select a book that is engaging to the students
interests and text that is easily mastered within a few days, so the students
can build their fluency with the sight words used on Day 1 included in the
text
2)
Show students the cover of the book and ask
open-ended questions such as “What do you see?”, “What is your favorite food?”
3)
Make a chart of favorite foods based on your
student’s interests
4)
Do a picture walk through the entire book. Let
students make predictions on each page based on the illustrations
5)
Go back and read the book to the students.
6)
Make sure the book is a ‘Big Book’ format to
allow students to see the directionality of the book, the pronunciation of
the words, memorize or recognize any sight words
7)
Allow students to predict and draw conclusions
based on the pictures in the story
8)
To check for understanding ask students what
they liked best about the book.
Day 3:
1)
Reread the book by inviting students to help
you read and using the pointer as a guide for each word
2)
Allow students to point out the sight words that
were introduced on Day 1 and circle words using a red marker.
Day 4:
1)
Sight words Snowball Fight: Write the sight words
that have been taught on a piece of paper and crumple it into a snowball and
toss the snow ball on the ground in a mixed pile.
2)
When teacher blows the whistle or ring a bell,
students are to pick up one snow ball and return to their seats.
3)
Allow each student in a round-robin style to
read their word one by one and use it in a sentence by writing it on their
own strip of sentence paper.
4)
Let students combine all sentences together pocket
chart style and invite students to read the combined text with the assistance
of teacher and students guiding.
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Instructional procedure: Instructional
strategies and learning tasks (including what you and the students will be
doing) that support diverse student needs. Your design should be based on the
following:
1)
Explain the lesson
2)
Read aloud; shared reading
3)
Re-reading
4)
Group work/ in pairs
5)
Sentence formation
6)
Sight word identification and pronunciation
Accommodations and
modifications: Will allow ELL students to listen to audio of
the book more then once while reading along.
Accommodations and modifications: ELLs/struggling
readers: Visual and technology
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Instructional resources and materials used to engage
students in learning.
Sample: Use starfall.com
(technology) website to reinforce the skills.
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Reflection
● Did your instruction support
learning for the whole class and the students who need great support or
challenge? N/A
● What changes would you make to
support better student learning of the central focus? N/A
● Why do you think these changes
would improve student learning? Support your explanation from evidence of
research and/or theory. N/A
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Excellent lesson plan for Kindergarten. I like how it incorporates different intelligences. Visual, kinesthetic, verbal..I especially like the snowball fight idea. Helps keeps the students engaged and is a fun way to assess students.
ReplyDeleteWow it looks like you put a lot of work into this very comprehensive lesson!
ReplyDelete