Olivia Mayszak. Final Lesson Plan 2

Transcription

1 Final Lesson Plan 2 Learning Standard: Read with sufficient accuracy and fluency to support comprehension (CCSS.RF.2.4) Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. (CCSS.RF.2.4.b) PLOP: Carl is in the 2 nd grade. He is successful in comprehension but struggles in decoding and fluency. He currently reads an Early Success level 1 book equivalent to a first grade book with 92% accuracy and reads 24 wcpm. In his reading assessment of the Early Success level 1 book, he achieved a prosody score of 5 out of 12. Lesson Objective: Given 12 fluency sentence sailboats and the passage Jose and the Sailboat, students will be able to independently read Jose and the Sailboat out loud with 90% accuracy, read 40 wcpm, and earn a prosody score of 8 out of 12 (Zutell & Rasinski, 1991) by the end of 3 lessons. Materials: 12 fluency sentence sailboats for each student Jose and the Sailboat for each student Whiteboard/dry erase marker *Adapted from: 1ZW5jeV8zLnBkZjo6Oi93d3cvc2Nob29scy9zYy9yZW1vdGUvaW1hZ2VzL2RvY21nci8zND Y2OGZpbGUyMDAyMjIucGRm&sectiondetailid=5 (Iron Horse Elementary, Douglas County, Colorado) Accommodations: Carl could have several sentences from the passage Jose and the Sailboat covered and/or remove the last four sentence sailboats so that he can begin with the first 8 sentence sailboats/sentences in the passage. If Carl struggles a lot with this activity, he could also begin with 4 sentence sailboats and the first four sentences of Jose and the Sailboat and add four sentence sailboats each time he practices the activity. Introduction Rationale: By reading words that progressively result in sentences from Jose and the Sailboat, students will be able to independently read the passage titled Jose and the Sailboat out loud fluently and accurately. Expectations: You will learn to read phrases that progressively result in sentences with proper phrasing, intonation, and expression. You will be able to read Jose and the Sailboat with 90% accuracy, read 40 wcpm, and achieve a prosody score of 8/12 (Zutell & Rasinski, 1991). Attention Grabber: Today we are going to read a passage called Jose and the Sailboat. How many of you know what a sailboat is or what it looks like? (allow time for response-sail/boat) A

2 sailboat has a sail, which looks like a big triangle and it helps the boat steer by using the wind that blows against the sail. Where do you use a sailboat? (allow time for response-in water/lake/ocean) Yes, you use a sailboat in a lake or ocean. This story is about a boy named Jose who has a small sailboat with a white sail. He likes to sail on the lake he lives on. One day, they sail to the far side of the lake and run into some trouble. What kind of trouble do you think they would run into while sailing on the far side of the lake? (allow time for predictions, discuss) Review: Preteach sailboat, alligator, speedboat so students can recognize in text. In this story, we are going to see a few big words that we need to be able to recognize quickly when we read. One of these words is sailboat, which we briefly talked about just now. (write sailboat on whiteboard) The word sailboat is actually a compound word, or a bigger word made up of two smaller words. Can anyone tell me what these two words are? (allow time for response-sail/boat) Yes, sail and boat are two smaller words that make up the word sailboat. Like we talked about before, a sailboat is made up of a boat with a sail on it. (draw basic illustration of sailboat on whiteboard) We are also going to see a word that looks similar to sailboat but it is different. This word is speedboat. (write speedboat on whiteboard) Does anyone know what a speedboat is or looks like? (allow time for response-fast boat, etc.) Yes, a speedboat is a boat that has a motor so that it goes fast in the water. Like the word sailboat, speedboat is also a compound word, or a bigger word made up of two smaller words. Can anyone tell me what two words make up speedboat? (allow time for response-speed/boat) Yes, speed and boat make up the word speedboat, which makes sense because a speedboat is a fast boat. (draw basic illustration of speedboat on whiteboard) We will also read about an alligator in the story! (write alligator on whiteboard) Do you all know what an alligator is? How many of you have seen one in person? What does it look like? (allow time for response/brief discussion & draw basic illustration of alligator on whiteboard) Modeling: Now I am going to show the sentence sailboats that we will read and demonstrate how to read them with emotion. These are sentence sailboats. (show sentence sailboats) Each sailboat starts with one word at the top of the sail and ads one word after each line. I will follow each line with my finger but I will not read word for word like a robot. I will sweep my fingers under each phrase like a wave in the ocean. It is also important for me to remember to read each line smoothly and with emotion so that it sounds smooth like a long ocean wave when I read. (show long sweeping motion) The first sentence sailboat starts with Jose, who is one of the characters in the story (point to Jose with finger). The second line says, Jose has (follow words with fingers). The third lie says, Jose has a (follow words with fingers). Think out loud: Hmmm I wonder what Jose has? I think Jose has a sailboat. I have to read the next line to see if I am right! The next line says, Jose has a small (follow words with fingers). Think out loud: wow! this is exciting thinking about what might come next! The line after that says, Jose has a small sailboat (follow words with fingers) I was right! Jose has a small sailboat. Now I will show you how it would sound if I continued reading without emotion and if I read word for word in each line, which will sound like short, choppy waves instead of a long smooth wave. (show short choppy sweeping motion, read remainder of first sentence sailboat with monotone voice/ like a robot) Did the story sound better when I read it at the beginning, with emotion, or towards the end, when I sounded like a robot? (allow time for response-in the beginning) Yes, it did

3 sound more interesting when I read it with emotion and excitement! Now I will read the first sentence sailboat from start to finish smoothly with emotion and excitement, just like how you will read. Guided Practice: Now we are going to continue reading the sentence sailboats together as a group. (use SAFER reading method, assign each student and self a number 1-6 or evens/odds and use dice to determine who will read each sentence sailboat) Each of you will roll the dice one at a time to determine who will read the next sentence sailboat. Whoever is reading will read out loud to the rest of the group. Whoever is not reading will silently follow along with their fingers on their own sentence sailboat. Proceed with SAFER reading, pause for error correction/comprehension questions. Provide specific praise for reading with proper phrasing, intonation, and expression in phrases. Error correction: stop at end of sentence or phrase, write word on whiteboard and proceed with direct instruction (say word-sound it out-say word) my turn, together, your turn. Possible comprehension questions: Sentence sailboat 3: What kind of animals might Jose see? Sentence sailboat 5: Why do you think that Jose and his brother sailed to the far side of the lake? What do you think might happen next? Sentence sailboat 6: What do you think they saw? What might happen next? Sentence sailboat 7: What do you think the alligator is going to do? Sentence sailboat 8: What do you think might happen next? Sentence sailboat 9: Why do you think they are scared? Sentence sailboat 11: Why would the alligator be scared away? Sentence sailboat 12: Why do you think Jose and his brother never went to that part of the lake ever again? Independent: Now each one of you is going to independently read the whole passage of Jose and the Sailboat out loud. We will roll the dice like we did with the sentence sailboats to determine the order of who will read. (Roll dice, proceed with independent reading, teacher assess accuracy, WCPM, prosody score) While students are waiting to read out loud independently to teacher, other students can either read silently/whisper read to themselves or with partners. When students have already read story out loud to teacher, they can read another book of choice silently while waiting for the rest of the group to finish. Assessment: Reading Jose and the Sailboat out loud independently while teacher assesses accuracy, WCPM, prosody score. Closing Review: Today we read sentence sailboats that started with one word, which turned into a phrase, which turned into a sentence! We read about a boy named Jose who ran into an alligator while he was sailing with his brother on the far side of the lake. We read each phrase smoothly and with emotion so others who were silently following along could understand the story. Reading each sentence together helped us to practice the sentences before each one of you read Jose and the Sailboat out loud independently. Feedback: I like how you (can use specific names) read each phrase smoothly and with emotion as it got longer and longer until it formed a full sentence. When (name) read that Jose

4 and his brother ran into the alligator on the lake, I was scared because (name) read with emotion and excitement! Reading words, phrases, and sentences smoothly like long waves (show motion) helps us to be fluent readers and will help you when you read other texts in the future.

5 F.012.AM1a Jose Jose has Jose has a Jose has a small Jose has a small sailboat Jose has a small sailboat with Jose has a small sailboat with a Jose has a small sailboat with a white Jose has a small sailboat with a white sail. He He lives He lives on He lives on a He lives on a lake He lives on a lake and He lives on a lake and likes He lives on a lake and likes to He lives on a lake and likes to sail He lives on a lake and likes to sail often The Florida Center for Reading Research (Revised July, 2007) 2-3 Student Center Activities:

6 F.012.AM1b Many Many times Many times he Many times he sees Many times he sees fish Many times he sees fish and Many times he sees fish and other Many times he sees fish and other animals. Sometimes Sometimes Jose s Sometimes Jose s brother Sometimes Jose s brother goes Sometimes Jose s brother goes with Sometimes Jose s brother goes with him Sometimes Jose s brother goes with him in Sometimes Jose s brother goes with him in the Sometimes Jose s brother goes with him in the boat. 2-3 Student Center Activities: 2006 The Florida Center for Reading Research (Revised July, 2007)

7 F.012.AM1c One One day One day they One day they sailed One day they sailed to One day they sailed to the One day they sailed to the far One day they sailed to the far side One day they sailed to the far side of One day they sailed to the far side of the One day they sailed to the far side of the lake. There There they There they saw There they saw a There they saw a large There they saw a large alligator There they saw a large alligator sleeping There they saw a large alligator sleeping in There they saw a large alligator sleeping in the There they saw a large alligator sleeping in the sun The Florida Center for Reading Research (Revised July, 2007) 2-3 Student Center Activities:

8 F.012.AM1d The The alligator The alligator awoke The alligator awoke and The alligator awoke and began The alligator awoke and began to The alligator awoke and began to swim The alligator awoke and began to swim to The alligator awoke and began to swim to the The alligator awoke and began to swim to the boat. The The wind The wind did The wind did not The wind did not blow The wind did not blow and The wind did not blow and the The wind did not blow and the boat The wind did not blow and the boat would The wind did not blow and the boat would not The wind did not blow and the boat would not move. 2-3 Student Center Activities: 2006 The Florida Center for Reading Research (Revised July, 2007)

9 F.012.AM1e The The boys The boys started The boys started to The boys started to worry The boys started to worry and The boys started to worry and get The boys started to worry and get scared. Soon Soon they Soon they saw Soon they saw their Soon they saw their dad Soon they saw their dad come Soon they saw their dad come across Soon they saw their dad come across the Soon they saw their dad come across the lake The Florida Center for Reading Research (Revised July, 2007) 2-3 Student Center Activities:

10 F.012.AM1f He He was He was in He was in a He was in a speedboat He was in a speedboat and He was in a speedboat and scared He was in a speedboat and scared the He was in a speedboat and scared the alligator He was in a speedboat and scared the alligator away. The The boys The boys never The boys never went The boys never went to The boys never went to that The boys never went to that part The boys never went to that part of The boys never went to that part of the The boys never went to that part of the lake The boys never went to that part of the lake again. 2-3 Student Center Activities: 2006 The Florida Center for Reading Research (Revised July, 2007)

11 F.012.AM2 Jose and the Sailboat Jose has a small sailboat with a white sail. He lives on a lake and likes to sail often. Many times he sees fish and other animals. Sometimes Jose s brother goes with him in the boat. One day they sailed to the far side of the lake. There they saw a large alligator sleeping in the sun. The alligator awoke and began to swim to the boat. The wind did not blow and the boat would not move. The boys started to worry and get scared. Soon they saw their dad come across the lake. He was in a speedboat and scared the alligator away. The boys never went to that part of the lake again The Florida Center for Reading Research (Revised July, 2007) 2-3 Student Center Activities: