Week 8: Assignment 3

Candidate’s Name: Brandy Blanchard

Grade Level: 2nd

Title of the lesson: Fluency through Phrasing (No Robot Voice!)

Length of the lesson: 2 ELA blocks (45 mins each)

Central focus of the lesson: In this lesson, students will learn fluency strategies by working on phrasing sentences and appropriate pacing while reading.

Knowledge of students to inform teaching: Students will use prior knowledge of basic sight words, strategies for reading unknow words, and writing complete sentences and paragraphs to complete the lesson.

Common Core State Standards: CCSS.ELA-LITERACY.RF.2.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.2.4. A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.RF.2.4. B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Support literacy development through academic language: ●     Key learning task to practice using the language function: Students will work on phrasing sentences by creating them out of cue word cards and deciding whether they have phrased the correctly depending on how they sound spoken out loud. ●     Describe language demands: Students will read their created sentences out loud to see if they have broken them up correctly, and to see if they sound fluent as the read them. Vocabulary ●     General academic terms: retelling, phrasing, fluency ●     Content specific vocabulary: expression, pace Sentence Level ●     Sentence structure, complete sentences Discourse ●     Text structure

Learning objectives: Students will read text with proper expression and volume. Students will be able to chunk groups of texts when reading. Students will read at an appropriate pace.

Formal and informal assessment: Participation in group work Fluent reading rubric grade Exit tickets

Instructional procedure: Day 1 To start the lesson, I will read a passage to the students in a robot voice (word for word instead of fluently) and ask the students if it sounds right to them. I will explain to students that when people don’t read fluently, it can sound silly like my robot voice. I will discuss with the students that when reading, we take breaks between certain parts of the sentence so that everything flows together. Next, I will write a sample sentence on the board (The large dog is barking too much) and read again in the robot voice. I will call on a student to re-read the sentence in a way that they think it sounds better. I will then underline ‘The large dog’ in one color, and ‘is barking too much’ in another color. I will use the different colors to show the students the phrasing we should use when reading the sentences in a fluid manner. I will drag my finger under the first phrase while reading out loud, and do the same with the second half of the sentence. I will explain to the students that this is called phrasing, and that when we read in groups of words that flow together, the sentence makes more sense than reading word by word. I will model another swooping motion for a different sentence to show the students how I would break the sentence into chunks or two separate phrases. Next, for guided practice, I will call students from the class to come up and practice breaking apart and “swooping” while reading the sentence. Lastly, I will have the students break up into their reading buddies and work through a paragraph phrasing and swoop reading as I move through the room to aid and take notes on what the students are doing well with and struggling with. Instructional procedure: Day 2 To start the second part of the lesson, we will do a quick refresher of the previous day and have students come up to the board to break up sentences into phrases and swoop reading them to the class. Next, students will break up into pairs and be given strips of different phrases on them. The students will work together to group phrases together to write sentences that make sense. Once they have decided whether a sentence makes sense, each student will take a turn reading the phrase with expression and at a good pace using the swooping method. Each pair will be responsible for creating 4 different sentences, and reading them out loud to the class (using swoop method) after writing them on the dry erase board. To make the presentation of their sentences fun and engaging, the students will first read a sentence incorrectly (out of order and in the robot voice) and show the others how they corrected the sentence to sound fluent and to make sense. To end the lesson, students will have independent free time on one of our fluency game websites. Accommodations and modifications: Higher level or gifted students will be paired together and given more difficult strips to work with. Lower level or ELL will be given modified sentences and have extra assistance from an aide or classroom teacher as needed.

Instructional resources and materials: Dry erase board Different colored markers Printed sentence phrases Internet ready computers List of fluency websites

Reflection: Questions to ask following the lesson ●     Did I provide modifications for those who needed extra support? ●     Did my lesson meet the standards I wanted to focus on? (fluency standards) ●     Were the students engaged throughout the lesson?