Reading Lesson #2

Reading Lesson Plan #2- Fluency


Date lesson was taught:  4/23/12   Number of Students:  4

1) Rationale:


In the middle of the academic year, Jane, Joe, Andrew, and Cale’s fluency of second grade words was below second grade level.  These students could sound out the words with direction, but were unable to say each word correctly by themselves.  In order to help these students master second grade fluency, I decided to create a lesson that challenged their fluency skills.


2) List which reading skill/strategy is the main focus of your lesson (select ONE area):


Fluency: Word Recognition

3) Objective for this lesson (performance, condition, criteria):


When reading, Encounter, students will demonstrate word recognition skills by chanting high-frequency words and writing these words in sentences.


4) Materials & supplies needed:

• Book- Encounter
• Pencil
• Paper

5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):

• Introduction to the lesson  (List what you will say to help children understand the purpose of the lesson?  How will you help them make connections to prior lessons or experiences?  How will you motivate them to become engaged in the lesson?) (5 minutes)

• “Good morning students!  Today we’re going to read Encounter by Jane Yolen and analyze some of the words used throughout the story.”
• “What are the high-frequency words for this week?”
• “many, their, gave, would”
• “That’s exactly right!  People use these words in everyday conversations, so it’s important that we understand how to say and use these words.”
• “As we read Encounter, each time you hear one of these words, I want you to wait until I finish reading the entire page, then I want you to raise your hand and tell me if you hear one of the words.  After we hear the words were going to clap out each letter.  Let’s practice with the word, dog.  Okay, here we go. D-O-G.  Nice job everybody!”
• “Now before I start reading, let’s go over the classroom pledge.  What are the three rules?
• Listen carefully.
• Follow directions
• Work and play safely!
• “Good, now let’s get started”

• OUTLINE of key events (15 minutes)

• Teacher will read the story to the students and students will raise their hands when they hear a word from the lesson.  Teacher will then have the students clap out the letter in the word and write the word on the board to show the students which word they found.  
• “That was some great word recognition!  Now can someone help me figure out the meaning of each word?
• “What’s the meaning of many, gave, their, and would?” (Each question would be asked individually)
• “Okay, now that we know the meanings of each word, we’re going to write two sentences for each word.  Let’s practice before we do this activity on our own.  If I was going to write a sentence for “many”, I might say: Samantha was holding many pencils.  Does anybody else have an example?”
• “Now that we went through a couple of examples.  I want you to write a sentence for each word.  I’ll be sitting here if you have any questions.  Does anyone have any questions before we begin?  Okay, then get started!”

• Closing summary for the lesson (5 minutes)

• “Before we end today’s lesson, would anybody like to share with the group a sentence for …?” (... implies each word the students wrote about).  Those were all great examples.  I’m glad we were able to help each other understand these words!”

6) Ongoing-Assessment:

          For the remainder of the year, I would try and have students incorporate many high frequency words throughout their written.  I plan on monitoring these students to see if they are able to read the second grade Dolch words on target.

7) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

           

            In this particular group, some of the students struggle with sitting still and listening to stories being read to them.  I plan on having students get up and stretch after each word (many, their, gave, would) if they need to.  I understand sitting for a long time can be taxing on certain students, so giving them the option to stand up and stretch will give students a chance to refocus and learn.