Reflective Narrative Fluency Lesson Plan INTASC Principle 6: Communication/Knowledge: The teacher uses knowledge of effective verbal, nonverbal

and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. This artifact is a phonics lesson plan implemented in my primary semester at Dundalk Elementary in a first grade classroom. Today we will practice reading sentences in a scooping strategy to help build fluency. This lesson was designed to help students group words together as phrases in order to read more fluently. First I read to the students like a robot and talked about why this type of reading wasn't helpful for comprehension. We decided that reading the sentence like they are having a conversation with a friend is supports comprehension. We called this strategy scooping. I modeled, and I implemented a guided practice for the students. Finally, students were able to complete the skill independently. This artifact represents INTASC principle 6 because this lesson used knowledge of effective verbal and nonverbal communication techniques to gain understanding in the lesson. The verbal and nonverbal communication techniques offered a supportive interaction in the classroom. This lesson allowed me to tap into all my past learning and resources to grow into a more professional teacher. Seeing the results of engaged students who are learning is the reward for all the hard work that has led me to this point. In addition, the guided and independent portion of the lesson enabled me to observe and assess the students cooperatively and independently. This lesson has helped me to get to know my students learning styles and interests. This knowledge will help guide future instruction. Also, providing students with meaningful work allowed for continuous learning and an opportunity for me to work with struggling students individually. The students learned how to read more fluently by using the scooping strategy. The children were provided the chance to hear the scooping strategy from their peers and practice their own fluency. They also had an opportunity to work with a partner to develop social skills. Another important development skill the students were able to practice was sharing the scooping sentences. The partners swapped their sets of scooping sentences when completed. The students displayed signs of uncooperative behavior in prior observations so I know this was a skill to integrate in this lesson.

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Denyse Fiero ECED 361 March 6, 2012

Lesson Plan
Fluency Implement: 3/8/12

Background

This lesson will be implemented in a first grade classroom at Dundalk Elementary. Dundalk Elementary is a Title 1 school located on 2717 Playfield Street Baltimore, MD 21222. The Baltimore County Public Schools spends $12,118 per pupil in current expenditures. There are nineteen students in the class.

There is one student with who have Individualize Education Plans. There are 3 students who are provided ELL services. The students have been exposed to reading with voice.

Planning and Teaching Participants/Grouping: The students range from ages 6-7 years old and are developing at a typical to advanced level. This lesson will be taught in a whole group setting of 18 students (one child will be in a pull out phonics program). The lesson will be implemented on the carpet for instruction and at tables for the guided and independent practice. Students will be work in partners during the guided practice.

Indicator 3. Read grade-level text with expression Objectives 2|Page

Demonstrate appropriate use of phrasing when reading familiar text Use end punctuation, commas, and quotation marks to guide expression Use intonation (emphasis on certain words) to convey meaning

Lesson Objectives: Today we will practice reading sentences in a scooping strategy in order to help build fluency.

Responsiveness for All Children: Visuals will be provided for visual learners and ELL students I will ask open ended questions during each activity to ensure the comprehension of all children. I will position students that are easily distracted in a close proximity to me. We will read unfamiliar words before scooping. I will work one-on-one with any students that are having difficulty scooping sentences. I will model the strategy and have struggling students track the flow with their fingers.

Materials:

Sentence strips Flip chart List of students for anecdotal notes

Procedures: Introduction and Motivation: (Students setting; whole group on the carpet/5 minutes) 1. I will read the sentence "I like to jump rope." like a robot & then I will read the sentence fluently. I will ask the students which way sounded better. Then I will talk about the flow of reading should be the same as if I was having a conversation with a friend. 3|Page

Why do good readers want to read like they are speaking and not like a robot? A good reader scoops their words to help them read more fluently. "I am going to show you how to scoop your sentences to help you become better readers."

Modeling: (Students setting; whole group on the carpet/2 minutes) I will then read a sentence using the "scooping" strategy to demonstrate how to read the sentence more fluently. Example; I am going to the store.

Guided Practice: (Students setting; whole group on the carpet/5 minutes) We will scoop two more sentences together on the flip chart. The students will transfer to their tables to work in partners. I will designate the partners when I call each table. Students will work with a partner to practice reading using the "scooping" strategy One student will choose a sentence strip and read it to a partner, then the partners will take turns reading to each other. Independent: (Students setting; whole group at tables working in partners/20 minutes) Students will read a sentence to me and I will take anecdotal notes on the students reading. The rest of the class will continue reading sentence strips while I walk around and listen to each student.

Assessment: (Completed at their tables ) Formative: I will observe and listen to students reading in the scooping strategy working with peers.

Summative: Students will read two sentences to me and I will take anecdotal notes on the fluency of the students reading.

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Analysis/Evaluation:

The students was assessed by listening to each student to see if they were able to accurately group words in phrases that make sense and help the flow of the sentence. I listened to each student read two sentences fluently using the scooping method. Eight students were proficient the first time they were assessed. Six students had difficulty reading fluently. I was able to work one-on-one with each student while the rest of the class practiced reading scooped sentenced to build fluency. I retested the five students using different sentences. Three of the five students were able to fluently scoop both sentences. The two students were still having difficulties getting the flow of the scooping sentences down. I decided to work with the students to understand the scooping strategy since all the students were either still engaged in the activity of reading silent to help build fluency. I also knew that the scooping strategy would help support the following reading activity so I wanted all student to be able to move forward. The fourth student was reassessed the third time. This time I gave the student four sentences because I wanted to be sure the student was proficient in this strategy. The student was able to read all four sentences fluently. Now that all the students are proficient with the scooping strategy, the students will take their strategy one step further to participate in a reader's theatre.

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Sean Andrew Morgan Metzi Milan Eric Anabelle Shanay Jaelyn

Janiya James

Assessment for Scooping Strategy Proficient-1st check Proficient-2st check (re-teach) X X X -------------X X X X
X

Proficient-3rd check (re-teach)

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Danny Skyler Jenna Nyara Mia Nicholas Solomon Joseph Alexis

Pull-out X X X --------X X X X

Reflection: This was an exciting lesson for me as a teacher. I felt that the pieces of best practices of teaching were implemented and finally came together for me. The lesson itself was thoughtful and developmentally appropriate for students. The gradual release of the skill was successful. I used the modeling, guided practice and independent work to help the students comprehend the skill. One misconception that young students often think is that good readers read super fast. Next time I teach this lesson, will mention all the attributes of a good reader. In addition, I should be aware of the terminology that is used in the classroom and I need to provide a meaning to any new vocabulary I introduce. I used the word "decode" and didn't supply a meaning. 6|Page

I also took my mentor's advice and provided extra practice for students who advanced in this skill more quickly than their peers. I thought this was a fantastic way to move students forward while I worked in a small group with students who needed more instruction. Having this differentiated piece in place also helped keep all the students engaged which reduced behavior management issues. The lesson ended perfectly to the time provided to teach fluency. Also, my classroom management improved. I was able to keep control of the class which helped all the students stay on track. My main issue in the past was I would warn the students of the consequences of their actions but hardly ever followed through. I realized that children need boundaries and rules to feel safe and learn the expectations of the classroom. Overall, the student's behavior turned positive and our classroom environment was more suitable for learning. One decision I made was to put two students in a sit and think chair due to their unsafe behavior. I still provided these students with the same opportunity to learn and to be assessed.

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