Week 8 Assignment 3

Candidate’s Name: Gitel Itzkowitz

Grade Level: 1-2

Title of the lesson: How to Sound like a Fluent Reader

Length of the lesson: 1 session

Central focus Students will learn what fluent readers sound like and will learn and practice different strategies on sounding fluent, using clues in the text to work on proper expression and intonation as they read. Key questions: ●      Do students pay attention to clues in the text (for example, punctuation marks) that provide information about how that text should be read? ●      Are students reading passages with a certain emotion, such as sadness or excitement, to emphasize expression and intonation?

Knowledge of students to inform teaching ·      Students should have basic phonemic and phonological awareness, and able to read and write and developmentally appropriate level. ·      Students should have an awareness of feelings and emotions and be able to recognize how one may feel when sounding a certain way.

Common Core State Standards Common Core Learning Standards for ELA and Literacy) CCSS RF 1.3 (Reading: Foundational Skills, Phonics and Word Recognitions) 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. g. Recognize and read grade-appropriate irregularly spelled words. CCSS RF 1.4. 4.Read with sufficient accuracy and fluency to support comprehension.            b. Read grade-level text orally with accuracy, appropriate rate, and expression on    successive readings.

Support literacy development through language (academic language) ●      Identify one language function: Students will analyze and interpret text appropriately while reading, demonstrating ability to sound like fluent reader. ●      Identify a key learning task from your plans that provide students opportunities to practice using the language function: Students will read text aloud, utilizing opportunity to demonstrate sounding like a fluent reader. ●      Describe language demands (written or oral) students need to understand and/or use. Vocabulary ●      General academic terms: analyze, describe, explain, interpret, retell, ●      Content specific vocabulary: fluency, expression, mood Sentence Level Sentence structure, transitions/connectives, recognize punctuation marks and how affect reading Discourse ●      Text structure, conversation, discussion

Learning objectives 1.     Will read passage and understand how to read as if they are talking with proper expression (not sound like a robot) 2.     Will recognize phrase boundaries as they read and label correctly in passage 3.     Will understand how identifying moods of passage helps with reading properly and complete Mood Worksheet.

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●      Listen to students read and observe changes in reading expression and intonation as they reread ●      Review and collect Mood Worksheets to asses understanding of concept ●      Look out for participation and understanding during discussion and activities

Instructional procedure: ●      Introduce lesson by activating knowledge and modeling two ways of reading passage. Choose a book students have been reading recently so that they are familiar with the text. ●      Read first time without expression and intonation. Sound robotic and choppy and exaggerate to get point across. The reread with a lot of expression, paying attention to exclamation points and so on. Explain this can be called a storyteller’s voice. ●      Ask students which way of reading helped them understand and relate to passage better, robotic reading or expressive reading. Explain that fluent reader recognizes how to relate to mood of passage and read with right expression. Define fluent, expression, mood. ●      Have students model reading the selected passage both ways repeatedly as well so they feel the difference. Have them practice sounding like the storyteller in partnerships and small groups. As they listen to each other read, they can give a "thumbs up" if the reader reads with lots of fluency, a "thumbs down" if they need more practice, or a "thumbs in the middle" if they are on their way, but still need a little more practice. They can even evaluate their own fluency. Listen out and observe for assessment. ●      After practicing and recognizing how fluent readers sounds, explain concept of phrase boundaries so students will understand what is going on as fluent readers read. Model a few examples with sentence strips on board and explain that fluent readers put together words to make it sound like they’re talking and not just reading individual words in a choppy fashion. For example have the sentence: ‘“I can jump!” said the grasshopper’, written on sentence strip and then proceed to break it down into phrase boundaries. Model the phrasing like you would read it: "I can jump" Read phrased (smooth and connected with inflections in your voice), but you will naturally stop here because that is the way we speak. There is a very brief pause between phrases when good readers read. Point out how  "said the grasshopper." is read.  This group is said together naturally when we speak. ●      Have students come up and cut up more sentence strips where they feel there is a phrase boundary. They can then mark it in the copies of their text with a pencil. ●      Talk about how different ways of reading with different voices affects our moods. Reading something exciting is read one way and reading something sad is read another. Find instances in the chosen text where they can be written and read as happy, sad, scared, angry, and model how differently they are read. Discuss how reading according to the mood affects understanding of text. How do they know the mood? What about the text led them to come to that conclusion? Was the girl crying, laughing, dancing, sick, fighting, etc.? How do we read something happily? What does an angry voice sound like? ●      Students will analyze the text to identify the mood and then match voice accordingly. They will then write in worksheet the evidence that made them conclude the mood of specific parts of text. Model how to complete worksheet. ●      Hand out worksheets and students can pair up or work alone, depending on ability and interests. ●      After activity is over, review and have students come up and present their findings. Collect worksheets for further assessments. Accommodations and modifications: Visual aids on boards and further assistance and instruction during activities. Collaborative learning is in place during activities as well.

Instructional resources and materials used to engage students in learning. ·       Mood Worksheet ·       Sentence strips ·       Chosen developmentally appropriate text that students are familiar with and is readily available

Reflection ●      Did your instruction support learning for the whole class and the students who need great support or challenge? ●      What changes would you make to support better student learning of the central focus? ●      Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.

Dr. Hui-Yin Hsu Spring 2014