Author: Jordan Taylor
Subject: Readi
Grade Level: 3rd
IEP classification(s):
State Standard(s):
Read with sufficient accuracy and fluency to support comprehension.
Read grade-level text with purpose and understanding.
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Lesson Goals
Students will read Frindle by Andrew Clements with complete accuracy and fluency by mastering pace, phrasing, expression and punctuation with 85% accuracy.
Students will read Frindle by Andrew Clements with complete accuracy and fluency by mastering pace, phrasing, expression and punctuation with 85% accuracy.
Instructional Methods
Anticipatory SetStudents have been practicing their fluency when reading independently and with partners.
Review with students the key elements of fluency: Pace, Phrasing, Expression, and Punctuation.
Tell the class that they are going to practice their fluency skills with the book Frindle, by Andrew Clements. The Students are familiar with the story line of Frindle because they watched the movie last week.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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6.1 Guide effective goal setting.
Letting the students know that they are going to take what they are learning about fluency and reading and apply it to reading Frindle.
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8.3 Foster collaboration and communication.
Whole group discussions of the elements of fluency to activate and/or provide prior knowledge.
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Introduce and Model New Knowledge
Break down the components: Pace, Phrasing, Expression, Punctuation and define them on the SmartBoard. Brainstorm and create a Venn Diagram of what fluent reading and not fluent reading looks like in students reading.
Then, the students will write about these 4 words in their writing journal and express the importance of each one. The students will share with the class and brainstorm the importance of these 4 words in reading.
Then, the students will write about these 4 words in their writing journal and express the importance of each one. The students will share with the class and brainstorm the importance of these 4 words in reading.
Guided Practice
The students will be reading Chapter One from the book Frindle. Watch the video as a class to get the students familiar with the Chapter before reading.
Pace:
1) Cold/Hot Reads (A “Cold Read” is when a student reads a passage for the very first time (no practice). A “Hot Read” is when the students are warmed-up and have practiced the passage a few times.)
2) Speed Drills (1 minutes partner drills)
The teacher will read Chapter one of Frindle to the students.
The students will then do a Cold Read of the chapter and read it for the first time to themselves.
They will then practice a Speed Drill with their table partner.
After running through the Speed Drill for the first time, they will read the chapter one more time to themselves and then with a partner at their table.
The students will then return to the Speed Drill document and do 1 minute partner drills. The students will record their progress on their graph.
Phrasing: Practice reading the sentences in phrases not one word at a time.
Who, Did, What, and Where/When/Add-on
Using chapter one, the teacher will model different phrases and how to put them together in a meaningful sequence to make sentences.
The teacher will pass out a "Connect-a-Dot Sentences" worksheet to each student and review and work through it as a class.
Students will then use chapter one to create their own sentences.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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1.1 Customize the display of information
Teacher will use the elmo to display the Connect-a-Dot Sentences worksheets for the class.
3.3 Guide information processing.
Using the sentences on the Connect-a-Dot Sentences worksheets provides the students with the knowledge to create their own sentences from the chapter.
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5.3 Provide ways to scaffold practice and perform.
The students will read the chapter and participate in speed drills to practice reading with fluency. The teacher will model an example of the Connect-a-Dot Sentences and then the students will create their own.6.4: Enhance capacity for monitoring progress
Students will monitor their progress on the graph with their speed drills
6.1 Guide effective goal setting
Students will be reading the chapter to their partner for a minutes and seeing how fast they can read. They have a goal they can aim to beat and word towards with their speed drills. will know they must also have a topic and concluding sentence appropriate for the topic.
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The students will work as a class with the teacher to complete the Connect-a-Dot Sentences worksheets.
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Independent Practice
Expression and Punctuation:
1) The students will read the chapter practicing reading with expression. Instruct the students to look for these qualities when reading:
1) The students will read the chapter practicing reading with expression. Instruct the students to look for these qualities when reading:
- Changing your voice to match a character
- Reading like you would speak (and not like a robot!)
- Moving your voice up and down
Have the students read the chapter to one another focusing on changing their voice for the different characters. This is practicing their fluency, hot read, and expression while reading.
2) Punctuation: Students will practice making and reading their own sentences three different ways with their small group table.
Teacher example: I love french fries.
Teacher example: I love french fries.
I love french fries?
I love french fries!.
The teacher will then have the students practice by making their own sentences. Have the students write three different examples in their writing journals.
The students will then read the chapter, with expression, to their table partner. Their partner will be paying attention to punctuation as they read.
The students will then read the chapter, with expression, to their table partner. Their partner will be paying attention to punctuation as they read.
- stopping at periods . . .
- taking breaths at commas , , ,
- making your voice go up for question marks ? ? ?
- showing excitement for exclamation points ! ! !
- using “quotations” to change voice for characters
After both partners have read the chapter, the students will use punctuation cards with their partner to identity punctuation in the chapter. One student will read the chapter, and when the partner hears a punctuation, they will hold up the appropriate card to show which one was used. (This helps the students be careful readers and careful listener)
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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1.1 Customize the display of information
The teacher will use the SmartBoard to write three sentences of different punctuation for the students to easily see.
3.3 Guide information processing
The teacher will give an example of the different sentences.
3.4 Support memory and transfer
Students will use their skills from reading the chapter with expression and the affect of different punctuation to create their own sentences.
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5.3 Provide ways to scaffold practice and performance
The teachers will model an example of the affect of different punctuation in a sentence. The students will then create their own.
5.2 Provide appropriate tools for composition and problem solving
Students will have punctuation cards to use while their partner reads the passage.
6.1 Guide effective goal setting
Students will practice reading and identifying the use of reading with expression and identifying different punctuation. The students will use their practice to identify what punctuation is being read aloud.
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7.1 Increase individual choice and autonomy
Students will have to decided for themselves what punctuation is being read aloud to them.
The students will work with their partner to read with expression and practice their punctuation in the chapter.
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Wrap-up
The students will read the chapter with a partner who will then write out a phrase of what is happening. The partners will switch back and worth until they have completed the chapter.
The students will then write sentences and exchange them with a partner, practicing reading with correct expression.
The students will then write sentences and exchange them with a partner, practicing reading with correct expression.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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3.4 Support memory and transfer The students have to recall the information they learned through our final discussion after reading, discussing with partners, and completing their worksheets.
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6.3 Facilitate managing information and resources
Students will have to think about the passage being read and create phrases out of what is happening. .
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9.3 Develop self- assessment and reflection
I will question their background knowledge of the chapter and have them read it checking a rubric for accuracy.
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Assessment
Formative (Informal - written)
The students will read the chapter to the teacher, who will keep a rubric checking for students fluency.
The students will read the chapter to the teacher, who will keep a rubric checking for students fluency.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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3.4 Support memory and transfer
The students will use their memory and knowledge to assess their fluency in reading the chapter from Frindle. |
6.1 Guide effective goal setting
The students are reminded that this lesson has a goal, and in order to reach that goal, they must read at their best ability to track their fluency.
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9.1 Guide personal goal-setting and expectations
The students know their speed drill from reading the passage, as well as their cold and hot readings. The teacher has expressed to them their expectations throughout the lesson, but wants them to reach and/or beat their personal goal.
7.3 Reduce threats and distractions
The teacher will pull the students one by one to her desk to read the passage.
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Materials
The book Frindle by Andrew Clements (copy for every student)
Writing Journals
Connect-a-Dot Worksheets
Speed Drill Graph
Fluency Assessment Rubric
Punctuation Cards
SmartBoard
Writing Journals
Connect-a-Dot Worksheets
Speed Drill Graph
Fluency Assessment Rubric
Punctuation Cards
SmartBoard
UDL Assignment Rubric
Evaluation Areas
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Exceeds Expectations
A
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Meets Expectations
B
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Does Not Meet
C
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Points
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25-23 points
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22 -20 points
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19- less
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Multiple Means of Representation
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Project incorporates at least 6 elements from this area of the UDL framework
(checklist filled out)
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Project incorporates at least 4 elements from this area of the UDL framework
(checklist filled out)
|
Project incorporates 2 or less elements from this area of the UDL framework
(checklist partially filled out)
|
/25
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Multiple Means of Action and Expression
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
|
Project incorporates 2 or less elements from this area of the UDL framework
(checklist partially filled out)
|
/25
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Multiple Means of Engagement
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Project incorporates at least 6 elements from this area of the UDL framework
(checklist filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist filled out)
|
Project incorporates 2 or less elements from this area of the UDL framework
(checklist partially filled out)
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/25
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15-14
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13-12
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11-
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Multimedia Elements
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Project contains a wide variety of graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.
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Project contains a few graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.
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Project contains a variety of graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.
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/15
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10-9
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8
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7
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Presentation
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Overall editing is accurate and presentation is effective(spelling, grammar, punctuation, formatting, font, text size, esthetics, etc)
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Some basic editing and presentation mistakes (spelling, grammar, punctuation, formatting, font, text size, esthetics, etc)
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Several editing and presentation mistakes
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/10
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Overall Total Points
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/100
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Brain Network
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UDL Principle
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Recognition Networks
“What”
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I. Multiple Means of Representation ensures that the Recognition networks of students are supported
Specific UDL Accommodations (1.1 – 3.4)
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Strategic Networks
“How”
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II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
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Affective Networks
“Why”
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III. Multiple Means of Engagement ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
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