Candidate’s Name: Esther Perlow
Grade Level: 1-2
Title of the lesson: More
Spaghetti I Say, Fluency lesson.
Length of the lesson: 1 hour
|
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)
Key questions:
● what do you
want your students to learn?
Students will learn to read a
text with accuracy, speed and good expression.
● what are
the important understandings and core concepts you want students to develop
within the learning segment?
Continued practice of reading to improve
skills of fluency and ultimately comprehension.
|
|
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?
They know high frequency
words, sight words, and have phonemic awareness. They know good reading is
with fluency, expression, and proper usage of punctuation.
● What do
you know about your students’ everyday experiences, cultural backgrounds and
practices, and interests?
Students love to read and act
out fictional silly stories!
|
|
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].)
Fluency:
CCSS.ELA-Literacy.RF.1.4.b
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RF.1.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
|
Support literacy development
through language (academic language)
Reading with fluency.
|
|
Learning objectives:
Students will observe good
reading practices through teacher modeling.
Students will practice reading
with good expression.
Students will develop fluency
skills through rereading fictional text.
|
|
Formal and informal assessment
(including type[s] of assessment and what is being assessed)
Formal assessment: There is no
formal assessment in this lesson.
Informal assessment: Teacher
will informally assess students by listening to them read as a class, independently,
and with partners.
|
|
Instructional resources and
materials used to engage students in learning.
Teacher will introduce the
book. More spaghetti I say, by Rita Gelman. She will display the cover and
ask the children what they think the story is about. As a class they will
read the title discuss what might happen in the story.
Teacher modeling:
Teacher will tell students to
look out for good reading habits and keep them in mind.
Teacher will read about half
of the story to model good reading habits, expression, and correct usage of
punctuation.
Through think pair and share,
students will discuss how the teacher displayed fluency and share with the
class.
As a class, they will read
aloud the book.
Students will receive a copy
of the book and independently read to themselves. They will have the opportunity
to record or video themselves and see how it sounds and to see their facial
expression.
Then students will pair up and
each take a role as Minnie or Freddy and read to each other.
Extension: Students can read
to their parents and siblings at home. They can upload their videos onto the
class blog with the help of their parents.
Technology used:
Voice recorder
Video camera
|
|
Reflection
● Did your
instruction support learning for the whole class and the students who need
great support or challenge?
Yes, with good modeling, whole
class reading and peer work it met the needs of all students. In addition, the
teacher will be circulating during independent and peer work to provide
additional support.
● What
changes would you make to support better student learning of the central
focus?
I would review high frequency
words in the story before reading, to help build the children’s fluency.
● Why do
you think these changes would improve student learning? Support your
explanation from evidence of research and/or theory.
Good practice of words help
fluency and comprehension.
|
Dr. Hui-Yin Hsu Spring 2014
