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Cate Kehoe

Daniela Denis
Professor Jamie Bernstein
Subject: Reading
Lesson: Fluency

Grade: 2nd
Setting: Inclusion/General Education
Lesson Length: 40 minutes

Purpose: The purpose of this lesson is to instill in students not only the importance of fluency in
literacy, but the specific component of expression and how using your voice to express and
convey the true meaning of a text can help students to not only become successful, life-long
readers, but can help them to better comprehend a text now and in the future.
Vocabulary & Key Terms:
Expression - The act of expressing, conveying, or representing in words, art, music, or
movement; a manifestation
Voice - The sound produced by the vocal organs of a vertebrate, especially a human.
Mood - A state of mind or emotion.
Skills:

Listening
Speaking
Demonstrating
Discussion
Writing
Comprehending
Recalling
Analyzing

Objectives:
Students will:
Listen and then read the same text aloud collaboratively (choral reading) concentrating on
voice and expression.
Demonstrate reading a passage aloud with a partner or in a small group and then
evaluating their partner.
Identify and explain how to read a text by stringing words together individually and
within a small group using provided materials.

NYS Common Core Standards:


CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters,
including speaking in a different voice for each character when reading dialogues aloud.
CCSS.ELA-Literacy.FS.2.3 Know and apply grade-level phonics and word analysis skills
in decoding words.
CCSS.ELA-Literacy.FS.2.4 Read with sufficient accuracy and fluency to support
comprehension.
CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse
partners about grade 2 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read
aloud or information presented orally or through other media.
CCSS.ELA-Literacy.L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.2.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Pre-Assessment: In the previous reading fluency lesson, students showed improvement in their
reading skills as they paid close attention to the accuracy of their reading as well as their
rate/speed in reading.
Lesson Presentation:
A. Set Induction:
Essential Question: How can reading with expression help us to better understand a
story?
Do Now: Read the sentence below to yourself. (Think about how you think it should
sound and how you want it to sound.)
I love ice cream! It is so delicious!
Have students look and read the sentence to themselves for about a minute.
Ask a volunteer to read the sentence aloud to the class how he/she thinks it should be
read. After the student demonstrates, ask the student to read it how they want it to
sound. If that student thinks it should be read the same way, ask another volunteer to
see if they read it any differently. (Answers may vary.)
When students are finished contributing, tell students that we all may see and feel
something different when reading because we all have different feelings and moods

and how we express them. However, when reading, we want to convey a specific
mood and more importantly, we do not want to sound like a robot! (Re-read the Do
Now sentence like a robot, to convey to the students how not to read!)
B. Procedure:
Ask the students to come to the carpet for a quick mini-lesson on how not to talk like
a robot.
Use the Reading Strategies Chart to explain how readers use different strategies so
they do not sound like robots.
Explain that readers use a storytellers voice (pronunciation, loud voice/articulate (but
not an outside voice), and most importantly, put words together like youre talking.
Explain how readers change their voice to match the mood.
Use the chart to convey that readers notice punctuation and match their voice to it.
Finally, explore with the children changing your own voice to sound like the
characters in the story.
Following the end of the mini-lesson, explain to the students that they are going to
watch and listen to Ms. Denis read a short story. They are going to listen and watch
for the readers strategies that we just spoke about. In addition, tell them that they will
be reading the story afterwards, so pay close attention to the story and how it is to be
told/read.
Teacher will read a story called A Walk on the Beach.
Afterwards, ask the children what they heard?especially concerning the readers
strategies spoken about previously.
Answers may vary, but this is a good time to reinforce the mini-lesson.
Remind students that if they forgot, they can review these strategies up on the wall as
they will be there for the remainder of the unit and if needed, longer.
Next, have students do choral reading. Students, with teachers, will read the story
togetherpromoting rate, accuracy, and especially expression.
After the story is read, ask students to think to themselves if they followed the
strategies on the Reading strategies chart.
At this time, tell students to return to their desks and explain that they will be
participating in centers for the majority of the rest of the time. Break students up into
3 groups of 4 and explain the three different centers and what is expected of them
during these centers.
o Center One: Fluency Practice & Assessment
Students will read the passages provided to their group with a partner
listening to them. Both readers will read the passage to themselves

once first and then twice aloud, while the other student listens and
evaluates the student after he/she readstwice total. Afterwards,
students will individually answer the questions to their passage and
discuss their answers with a friend. This not only promotes fluency,
but increases the students ability to read, while it enhances their social
and communicational skills too. For each of the three groups, there is
differentiation for a number of students ranging from lower
functioning to proficient.
Passage One: Low-Level students: The New Friend
Passage Two: On-Level students: Watch Out for Flying Foxes
Passage Three: Proficient students: One Last Time
o Center Two: Expression
Students will be given bags of different expressions. They will need to
come up with a sentence to go with the expressions. Based on
students ability, one group will have sentences given to them as well.
The object of this center is to have the students think about their
expression and focus on the language of what sentences they are
coming up with.
o Center Three: Marker Focus
Students will be given sentences to read over with a partner. Students
will begin to use the marker to stop themselves before focusing on a
new part of the sentence. Remind the readers to use a storytellers voice
and not to rush the reading. This will help the students focus on what
their expression should be when reading stories.
C. Closure:
Students will return to their assigned seats and the teacher will discuss with students
what they learned today.
Handout the homework passage for the week and explain to students that they must
keep a running log of their improvement for each day Mon-Thursday. Tell students
that they should apply todays strategies about not reading like a robot and read with
expression! In addition, tell students to attempt to string words together in order to
sound like they are talking!
Ask students if they have any questions, concerns, or suggestions for the lesson.
Materials & Resources:
Yellow Chart Paper

Sharpies
White Board
Dry Erase markers
A Walk on the Beach (14)
The New Friend (4)
Watch Out for Flying Foxes (4)
One Last Time (4)
Markers (3 packages)
Ribbons
Scrap Book Paper
Glue
Scissors
Homework Handouts: At My School (4) Field Mouse and the House Mouse (8)

Follow-Up Activity/ Differentiation:


Students will complete for homework differentiated passages that will help them with
their fluency, strengthening not only their reading skills, but giving them significant
practice with using expression when they readultimately improving their
comprehension as well. These passages include At My School and Field Mouse and
the House Mouse.
Assessments:
Students will be informally assessed by participating during the choral reading activity.
Students will be informally evaluated by their classmates/partners as well as informally
assessed by their teachers throughout the center activities.
For homework, students will be assessed based on their performance and improved
performance on their weekly passage, based on the running log.

A Walk on the Beach


Mel and I wanted to take a walk on the beach. We dressed in our swimsuits and

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Mom put sunscreen on us. I took a towel with me because I knew we might get wet.

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The beach was not far away so we rode our bikes to get there fast. Mel and I

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parked our bikes and walked to the beach. The air smelled salty and the sand felt

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warm under our feet.

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Mel walked to the edge of the water. She saw a white bird flying in the sky. The

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bird landed near me. He flew away when I tried to catch him.

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I started to look for sea shells. Mel looked too. She found ten sea shells. I found

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four shells and a broken sand dollar. Mel found a hermit crab hiding in a shell.

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The walk on the beach made us hot. Mel put her feet in the water to cool off.

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Mel said I should put my feet in the water too. It felt good to get wet. The waves

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splashed on our legs. We had fun in the water. I was happy we went to the beach.

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Center Two : Group One


Excited Voice
Happy Voice
Sad Voice
Angry Voice
Disappointed Voice
Surprised Voice
Confused Voice
Silly Voice
Scared Voice
Tired Voice

Group Two: Sentences


Excited Voice- I just got an A on my math test!
Happy Voice- I went to the movies and had a great time!
Sad Voice- I just broke my wrist.
Angry Voice- I cant believe you broke my watch!
Disappointed Voice- I cant believe you would disobey me like that.
Surprised Voice- Oh my goodness I had no idea you were all going to be here!
Confused Voice- Which way am I supposed to go again?
Silly Voice- (Make one up )
Scared Voice- Turn the movie off! It is terrifying!
Tired Voice- Why is it so early?

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