Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Kathleen Fuller

Date

Subject/ Topic/ Theme

Fluency

Grade _____1st___________

I. Objectives
How does this lesson connect to the unit plan?
Fluency: an important part of learning to read.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

U
U
U

Read with more expression

Write more fluently
Write many words quickly and accurately
Read with fluency

Common Core standards (or GLCEs if not available in Common Core) addressed:
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

A basic knowledge of words. Must be able to read a sentence.

Pre-assessment (for learning):

Have you ever heard of the word fluency?

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

How did the recording of your voice sound to you?

Formative (as learning):

How can you make it better?

Summative (of learning):
Read the book again.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Game, ipad, writing

Stand up and moving around during

our game.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Writing, drawing, video

Provide options for comprehensionactivate, apply & highlight

This will apply to her daily five

reading. Hopefully it will help
her become a better emergent
reader.

1-19-13

Provide options for expression and

communication- increase medium
of expression

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Choices on what to write about,
what book to read.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Challenge: book reading,

writing in a timed setting.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Long term goals: improved

fluency

Self assessment during ipad

recording activity and writing
activities

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

iPad with video recording capabilities

Books of students independent reading level
Turkey fluency game
Dice
Short sentences to read during game
Paper to write on
A pencil
Dry Erase Board
Markers
Sitting in the hallway

III. The Plan

Time

5 min

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
How are you?
How was your week?
Student answers questions.
What was your favorite thing you've done today?
Do you remember what we learned last week?
Have you ever heard the term fluency before?
1.

2.

5-10
min

3.

3-5
min

4.
5.

10-15
min

3-5
min
10-15
min

5 min

1-19-13

Development
(the largest
component or
main body of
the lesson)

6.
7.

8.

What is fluency?
Fluency is the ability to read a
text accurately, quickly, and with
expression.
First, we are going to record ourselves
reading a book in front of the iPad.
Now we are going to watch our video and
see how we did. Did we read with
expression? Did we get the words right?
Take a drawing break. What kinds of
words can we draw?
Now we are going to play a game! First
you will roll the dice and move the
appropriate number of spaces. Each space
as a kind of voice to read a sentence in.
Pick a card from the pile and read the
sentence in the voice.
Take another drawing break. What other
words can we draw?
Fluency in our writing is important as
well. We are going to do speed writing.
You will have two minutes to write as
much as you can about a topic. Then we
will count how many words you wrote and
how many you got right. Finally, you will
read your writing aloud to practice fluency
in reading.
Finally, you will write on the dry erase
board as many words as you can think of
in two minutes. Try your best to spell
correctly.

Student will answer what they think fluency is.

Student will choose a book to read while recording
themselves.
Student will self-assess answering these questions
as they watch the recording back.

Student will take an active role in the game.

Student will write for two minutes and then read

their sentences

Student will write as many words as they can think

of, then self-assess for accuracy.

5 min

Closure
(conclusion,
culmination,
wrap-up)

Why is it important that we read with fluency?

What are some ways you can practice fluency at
home?
What exactly is fluency?

Student will answer questions.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

1-19-13