Lindsey Innes

Lesson Plan Assignment

Lesson Objectives:
Students will read aloud with partners to practice their fluency,
expression, and self-monitoring.
Lesson Enhancement: Students read aloud with parents or other family
members via Skype to practice fluency, expression, and selfmonitoring.
Common Core Standards:
English Language Arts Standards Reading: Foundational Skills
Grade 1: Fluency
CCSS.ELA-Literacy.RF.1.4.B
Read grade-level text orally with accuracy, appropriate rate, and
expression on successive readings.
CCSS.ELA-Literacy.RF.1.4.C
Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Activities:
1. Students will gather on the rug to review the goals for partner
reading: reading with expression (a storytellers voice), reading
not too fast and not too slow, and make sure to correct
themselves if something does not sound right.
Students gather on the rug to review the goals for partner
reading with their parents. If parents are unavailable, they will
record themselves reading. This video will be sent to parents, or
shown to another adult in the school so that they still receive
feedback on their reading.
2. Students will partner with their normal reading partner, and
decide on their routine for the day: which book they will read,

who goes first, and how much each person reads before
switching.
Students log into their school Skype account (on the iPads) and
begin reading to their parent.
3. Students bring their checklists, so the listening partner can have
a visual representation of todays goals for reading. In this
classroom, the student checklist has a page number blank, so
that the listening partner can write the specific page number the
reading partner demonstrates a fluency goal.
Parents have been given the checklists in advance, so they can
be listening for fluency behaviors.
4. Once each student has had a chance to read aloud, students will
reflect as a partnership and give feedback to their partners.
Just as partners would reflect in person, the parent or family
member would provide feedback and compliments for the
student reader as appropriate.
5. Teacher closes the lesson. Asking for volunteers, elicit feedback
and compliments that students give one another regarding
fluency. Emphasize the importance of reading aloud with fluency
and expression, because it improves comprehension and
enjoyment of reading.
Assessment/Reflection:
Students are able to reflect on their fluency skills by the feedback they
receive from their reading partners. The checklist provides an informal
assessment, both for fluency skills but also the partner who provides
feedback. They are listening for skills they are also practicing this
exercise can benefit both listening and reading partners.
As parents or family members provide feedback, this creates another
source for students to get feedback on their fluency skills. Technology
allows students to now receive feedback from at least three sources:
their teacher, their reading partner, and their family through Skype.