Fluency Lesson Plan Name: Nina Passmore Date: February 11, 2013 SOL: Oral Language 1.1 The student will continue to demonstrate growth in the use of oral language. a) Listen and respond to a variety of electronic media and other age-appropriate materials. b) Tell and retell stories and events in logical order. c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns. d) Participate in creative dramatics. e) Express ideas orally in complete sentences. Reading Skill Taught: Fluency Purpose/Outcome: Students will participate in Reader’s Theater in order to increase their fluency. Assessment: Graphic organizer summary worksheet
Materials
Procedures Introductory Activities
Developmental Activities
Teacher’s Responsibilities Book –There was an Old Lady Who Swallowed a Fly by, Simms Taback Reader’s Theater Scripts Props Flip Camera Introduce and discuss what fluency is and why is it important that we learn how to become fluent readers? Introduce the book, There Was An Old Lady Who Swallowed a Fly. Ask anyone if they have ever read the story before? Talk about the cover of the book and have students make predictions about the story.
Students’ Responsibilities
Read the story to the students. After the story, for review, have the students summarize the story. Ask the students if they have ever heard of
Students will answer various review questions about fluency. Students observe the book cover and share with the class what they predict the story is about.
The students will listen to the story. Students will summarize the story. The students will think
Closing Activities
or done Reader’s Theater. If so, ask the students to share with the class what Reader’s Theater is and if not, explain to the students what Reader’s Theater is. Talk to the students about reading with expression, exciting marks, and talking points in a story. Acknowledge that some students are talking about reading with expression and talking points in their guided reading groups. Read a page from the story in a monotone voice and then read the same page with expression. Discuss with the students the differences.
about and brainstorm what they think Reader’s Theater is.
Students will share what exciting marks, talking points, and reading with expression means.
Students will share difference from the two ways the teacher read the page.
Students will listen to the teacher read the script.
Students will choral read the script.
Explain to the students that they are going to do Reader’s Theater with the story, There was an Old Lady Who Swallowed a Fly. Display the Reader’s Theater script on the Elmo Read the script to the students once
Remind the students that they are going to be performing to the class tomorrow so it is important that they talk slowly, loudly, and clearly. Choral read the script with the students
Differentiated: The students that are in higher level guided reading groups with be assigned more difficult parts in the Reader’s Theater, such as the narrator. The students that are in the lower level guided reading groups will be assigned the simpler parts, such as the animals.
Fluency Lesson Plan Name: Nina Passmore Date: February 12, 2013 SOL: Oral Language 1.1 The student will continue to demonstrate growth in the use of oral language. a) Listen and respond to a variety of electronic media and other age-appropriate materials. b) Tell and retell stories and events in logical order. c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns. d) Participate in creative dramatics. e) Express ideas orally in complete sentences. Reading Skill Taught: Fluency Purpose/Outcome: Students will participate in Reader’s Theater in order to increase their fluency. Assessment: Graphic organizer summary worksheet
Materials
Procedures Introductory Activities
Developmental Activities
Teacher’s Responsibilities Book –There was an Old Lady Who Swallowed a Fly by, Simms Taback Reader’s Theater Scripts Props Flip Camera Review and discuss what fluency is and why is it important that we learn how to become fluent readers? Choral read the Reader’s Theater script again.
Give the students directions. Divide the students into two groups and assign them each a part for Reader’s Theater and handout the props. Remind the students to look for talking points, exciting marks, and read their parts with expression. Have the students break into their groups
Students’ Responsibilities
Students will answer various review questions about fluency. Students will choral read the Reader’s Theater script.
Students will listen and follow directions.
Students will go with
and practice their parts. One group will go with Mrs. Furchak and one group will go with Mrs. Passmore. Remind the students that they are going to be performing for the class so it is important that they talk slowly, loudly, and clearly.
their group and practice their parts. The students will practice several times.
Closing Activities
Students will perform their Reader’s Theater to the class. The teacher will video tape each group. If the students did not have time to perform their Reader’s Theater, they will perform at the beginning of the lesson tomorrow.
Students will perform their Reader’s Theater for the class.
Differentiated: The students that are in higher level guided reading groups with be assigned more difficult parts in the Reader’s Theater, such as the narrator. The students that are in the lower level guided reading groups will be assigned the simpler parts, such as the animals.
Fluency Lesson Plan Name: Nina Passmore Date: February 14, 2013 SOL: Oral Language 1.1 The student will continue to demonstrate growth in the use of oral language. a) Listen and respond to a variety of electronic media and other age-appropriate materials. b) Tell and retell stories and events in logical order. c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns. d) Participate in creative dramatics. e) Express ideas orally in complete sentences. Reading Skill Taught: Fluency Purpose/Outcome: Students will participate in Reader’s Theater in order to increase their fluency. Assessment: Graphic organizer summary worksheet
Materials
Procedures Introductory Activities
Developmental Activities
Teacher’s Responsibilities Book –There was an Old Lady Who Swallowed a Fly by Simms Taback and The Cold Lady Who Swallowed Some Snow by Lucille Colandro Chart Paper Marker Review and discuss what fluency is and why is it important that we learn how to become fluent readers? Show the students the video clips of them performing their Reader’s Theater from the day before. Discuss some of the great things the students did in the video such as reading loudly, clearly, and with expression.
Introduce the story, The Cold Lady Who Swallowed Some Snow Ask anyone if they have ever read the story
Students’ Responsibilities
Students will answer various review questions about fluency. Students will watch the videos.
Students will share things that they notice they did well in the video.
Students observe the
Closing Activities
before? Talk about the cover of the book and have students make predictions about the story. Read story to the students. Have the students summarize the story.
Discuss similarities and differences from the There was an Old Lady Who Swallowed a Fly. Explain to the students that as a class we are going to create our own Reader’s Theater script that is their own version of There was an Old Lady Who Swallowed a Fly and The Cold Lady Who Swallowed Some Snow
Guide and lead the students in creating a Reader’s Theater script together on the chart paper.
After the students have finished creating the script, read the script to the students. Explain to the students that tomorrow they will be breaking up in to the same groups and be assigned parts. They will practice their parts and perform Reader’s Theater.
book cover and share with the class what they predict the story is about. Students will listen to the story. Students will summarize the story.
Students will share similarities and differences from the story.
Students will participate by helping to create the Reader’s Theater script. The students will suggest the main character and different animals the main character will eat.
Differentiated: The students that are in higher level guided reading groups with be assigned more difficult parts in the Reader’s Theater, such as the narrator. The students that are in the lower level guided reading groups will be assigned the simpler parts, such as the animals.
Fluency Lesson Plan Name: Nina Passmore Date: February 15, 2013 SOL: Oral Language 1.1 The student will continue to demonstrate growth in the use of oral language. a) Listen and respond to a variety of electronic media and other age-appropriate materials. b) Tell and retell stories and events in logical order. c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns. d) Participate in creative dramatics. e) Express ideas orally in complete sentences. Reading Skill Taught: Fluency Purpose/Outcome: Students will participate in Reader’s Theater in order to increase their fluency. Assessment: Graphic organizer summary worksheet
Materials
Procedures Introductory Activities
Teacher’s Responsibilities Book –There was an Old Lady Who Swallowed a Fly by Simms Taback and The Cold Lady Who Swallowed Some Snow by Lucille Colandro Chart Paper with class Reader Theater Script Individual Scripts for students Props Flip Camera Review and discuss what fluency is and why is it important that we learn how to become fluent readers? Choral read the Reader’s Theater script the class created together. Give the students directions. Divide the students into two groups and assign them each a part for Reader’s Theater and handout the props. Remind the students to look for talking points, exciting marks, and read their parts with expression.
Students’ Responsibilities
Students will answer various review questions about fluency. Students will choral read the Reader’s Theater script the class created together. Students will listen and follow directions.
Developmental Activities
Closing Activities
Have the students break into their groups and practice their parts. One group will go with Mrs. Furchak and one group will go with Mrs. Passmore. Remind the students that they are going to be performing for the class so it is important that they talk slowly, loudly, and clearly.
Students will perform their Reader’s Theater to the class. The teacher will video tape each group.
Students will go with their group and practice their parts. The students will practice several times.
Students will perform their Readers Theater for the class.
Differentiated: The students that are in higher level guided reading groups with be assigned more difficult parts in the Reader’s Theater, such as the narrator. The students that are in the lower level guided reading groups will be assigned the simpler parts, such as the animals. Below is the Reader Theater script the students collaborated together to create. The ____________ Who Swallowed a ____________! By: Mrs. Furchak’s Class Narrator 1: There was an ______________who swallowed a ____________. ______________: I don’t know why she swallowed a ______________. “________________!” Narrator 2: “Oh my, my!” ______________: “Yum, yum!” Narrator 1: There was an ______________who swallowed a ______________. ______________: I don’t know why she swallowed a ______________. “______________!” Narrator 2: Narrator 2: “Oh my, my!” ______________: “Yum, yum!” Narrator 1: There was an ______________who swallowed a ______________. ______________: I don’t know why she swallowed a ______________. “________________!” Narrator 2: Narrator 2: “Oh my, my!” _______________: “Yum, yum!”
Narrator 1: There was an ____________who swallowed a _______________. _______________: I don’t know why she swallowed a _______________. “_______________!” Narrator 2: Narrator 2: “Oh my, my!” _______________: “Yum, yum!” Narrator 1: There was an ____________who swallowed a _____________. _______________: I don’t know why she swallowed a _______________. “______________!” Narrator 2: Narrator 2: “Oh my, my!” _______________: “Yum, yum!” Narrator 1: There was an _____________who swallowed a _______________. _______________: I don’t know why she swallowed a _______________. “_____________!” Narrator 2: Narrator 2: “Oh my, my!” _______________: “Yum, yum!” Narrator 1: There was an ___________who swallowed a _________. _______________: I don’t know why she swallowed a _______________. “______________!” Narrator 2: “Oh, NO!”
