EDT448M:LiteracyStrategyLessonPlan(KeyAssessment)

Day&Date:

Tutor:
KatieShedd
Student:
Lily(namehasbeenchangedforconfidentialitypurposes)
Grade:
1st
CooperatingTeacher:
Ms.Smith(namehasbeenchangedfor
confidentialitypurposes)

Descriptionof
Learner(s)
:
Includereading
levels,
assessmentdata,
any
differentiations
addnewdatato
eachlesson
plan.

FirstGradeStudentreadingatFountasPinnellGuidedReadingLevelE
(independent)orLevelF(instructional).
Gradelevel=1.31.4

BaderGradedWordListPrimer(
1.4)
2wordsincorrectatPrimerlevel
5wordsincorrecton1.0list
BaderGradedReadingPassagePrimer(
1.4)
96%accuracy
36WCPM=fluent
RunningRecord
Level1.3
book(FountasPinnell)
95%accurate=instructionallevel

CurrentIndependentLevel:1.3
CurrentInstructionalLevel:1.4

StrategyTitle,
Sourceof
Strategy
(citation)
&
BriefGeneral
Descriptionof
Strategy:
23
sentences.

4.5:SayGoodByeToRobotReading

Thisstrategyessentiallyencouragessmooth,fluentreadingbyhaving
childrenscoopseveralwordstogetherastheyreadthemtocreatea
longerphrase.Studentselectseveralwordsandtracetheirfinger
underneaththosetoindicatetheyarereadingthemallwithoutpausing.

CCSS
Standard:
Identifystrand,
grade,number
(e.g.,RL1.3)&
includeentire

CCSS.ELALITERACY.RF.1.4

Readwithsufficientaccuracyandfluencytosupportcomprehension.
CCSS.ELALITERACY.RF.1.4.A

standard&any
applicable
subcategory.

StudentLearning
Objectivefor
LiteracyStrategy
(centralfocus):
ABCD

Audience:
Who(the
student)

Behavior:
What(the
standard))

Condition:
How(strategy
&texttitles)

Degree:
Measurable
outcome
(assessment)
(Shouldbe1
sentencewithall4
elements.)

Readgradeleveltextwithpurposeandunderstanding.

Studentwillreadwithsufficientaccuracyandfluencytosupport
comprehensionofagradeleveltextusingtheSayGoodByetoRobot
Readingstrategywithlessthan5totalerrorsinthesecondandfinal
readingofthetext.

Key
Vocabulary:
Listvocabulary
fromthetext
&/oractivity
thatisatthe
students
instructional&
frustrationlevel
(atleast4
words).

Friend
Biscuit
Fetch
Puppy

Listof
Instructional
Materials,
Equipment&

Don'tLetThePigeonDrivetheBusExpressiveReadAloud
ShadowPuppetEduApp
iPhone
PrincessPig
byEileenSpinelli(Level2.1)

Technology:
List
all
ofthe
texts,materials
&technology
theteacher&
studentswilluse
duringthe
lesson,
includingtitles,
readinglevels&
sources.
(
Cite
creatorof
materials.
Where
appropriate,use
"Lessonplanor
activityadapted
from_____).
Independent
Reading(at
every
session):
Textmustbeat
thestudents
independent
readinglevel
ORathis/her
instructionalor
frustrationlevel
if
you
are
readingitaloud.

BiscuitsBigFriend
byAlyssaSatinCapucilli(Level1.6)
1copy:
Writeupof
BiscuitsBigFriend
fortrackingmistakes
2piecesofpaperforwritinggoals

Text(s)Title,Author&ReadingLevel(s):
_X__Youreadaloud
___Studentreadsaloud
___Youbothreadsilently
(
Your
booktitle:
YesPlease
byAmyPoehler)

Studenttypicallychoosestoreadaloudtome.Thisweek,Iwillbringa
varietyofbooksatherindependentreadinglevel:

ThePigeonWantsaPuppy
byMoWillems(Level1.1)
BigPigandLittlePig
byDavidMcPhail(Level1.2)
StraighttothePole
byKevinOMalley(Level1.2)
Pigs
byEmilyK.Green(Level1.3)
BigEgg
byMollyCoxe(Level1.3)

Ifstudentdecidesthatshewouldlikemetoreadtoher,hereareseveral
booksthatshewouldfindinterestingbutareaboveherindependentlevel.
TheLittleEnginethatCould
byWattyPiper(Level2)

Opening:
Elicit
studentsprior
knowledge
aboutconcept&
strategyin
multimodal
ways(notjust
questions&no
yes/no
questions).

IfYouGiveADogADonut
byLauraNumeroff(Level2)
TheCrayonBoxthatTalked
byShaneDeRolf(Level2.1)
ThePigeonFindsAHotDog!
byMoWillems(Level2.1)
PennyandHerMarble
byKevinHenkes(Level2.1)
CuriousGeorgeRidesABike
byH.A.Rey(Level2.3)
IfYouTakeAMouseToSchool
byLauraNumeroff(Level2.7)
LMNOPeas
byKeithBaker(Level3.2)
TheHiccupotamus
byAaronZenz(Level3.2)
GraceforPresident
byKellyDiPucchio(Level3.3)

T:GoodMorning!!Sotodaywearegoingtobeworkingonanother
strategytohelpyoubecomeanevenbetterreader.

T:Doyouremembersomeofthestrategieswehaveworkedontogether?
studentresponds
Whatskillsdidthosestrategieshelpuswith?
student
responds

T:Goodthinking.Wehavebeenworkingalotonlearningtodecode
wordsandtoreadalittlesmoother,right?Doyouknowwhatitscalled
whenyouareabletoreadabookreallysmoothly?
studentresponds

T:Thatiscalledfluency!Thatisoneoftheskillsthatweagreedwewant
toworkon,sothatswhatwellbedoingtoday.

T:Beforewebegin,wearegoingtolistentoareadaloudofoneofyour
favoritebooks.Aswelisten,Iwantyoutopayextraattentiontowhatyou
likeabouthowthewomanreadsthebookoutloud.Ready?

PlayDontLetthePigeonDrivetheBusreadaloudforthestudentforat
least2minutes(watchwholevideoiftimeallows)

T:Wow,Ilovedlisteningtoherreadthatbook,didntyou?!Whatare
somethingsyounoticedabouthowshewasreadingaloud?
student
responds

T:Beforewebeginreading,Iwanttomakealistgoalsforhowyouthink
youcanbeafluentreader.Imgoingtowritethelistrighthereonthis
pieceofpaperandwhenIgohomeIwilltypeitupandbringitbackfor

youtokeep!Thiswayyoucanrememberwhattoworkoneachtimewe
readtogether,orevenwhenyoureadwithsomeoneathome!

T:Okay,sodoyouhavesomeideasofgoalsyouhaveforyourself?
Remembertothinkbacktowhatyoulikedaboutthereadaloudwejust
listenedto!

Studentshouldgiveatleast3goals.(i.e.Usedifferentvoices,sound
excitedwhenshereads,pauseless,etc.)

1.

2.

3.

T:Youdidsuchagreatjobcreatingthosegoals!Nowweregoingto
workonthesegoalsbyreadingafewdifferentbooks!
Teacher
Modeling:
Describehow
you
alone
will
demonstratethe
entirestrategy
tothestudent,
including
complete
descriptionof
strategy&
examples(
no
participation
fromstudent).

T:Ifoundareallyfunappthatwearegoingtousetoday.
showapp

T:ItiscalledShadowPuppetanditletsusrecordourselvesreading!
Oncewerecordourselvesreadingoutloud,wecanlistentothevideoand
talkabouthowwemaybeabletoimproveourreading.

T:Imgoingtogofirstandshowyouhowtousetheapp,okay?Watch
me.

T:
OpenApp,clickonPrincessPigstory.Showstudentthegreenbutton
atthebottomofthescreenthatsaysstart.
Thisgreenbuttonistheoneyou
usetobeginrecordingyourvoice.Onceyoupressit,itwillrecordyour
voicethewholetimeyouread!AfterIpressit,itwillcountdownfrom3.
Oncethatbiggreenbuttonturns
red
,Icanbeginreading.Icanusethis
arrowhere(indicatewhitearrowonrightsideofscreen)toturnthe
page.Ialreadyhaveallofthepicturesfromthestoryyouwillreadinhere,
soallyouneedtodoisreadaloudfromthescreen.

T:Readytowatchme?
Pressrecord,readfirst5pagesofPrincessPigby

EileenSpinelli.
Readthestoryinachoppyway,pausingoftentomakeit
soundalmostrobotic.
Onceyouaredone,showthestudenttopress
pausethensave.

T:Okay!Iamalldonereadingnow,soitstimeformetolistentomy
reading.
Playvideobackandhavestudentlistenaswell.
HmwellI
thinkthatIcoulddefinitelysoundabitmoreexcitedwhenIread,doyou
agree?WhatelsedoyouthinkIcouldworkon?
Allowstudenttogive
suggestions,guidethemtomakerespectfulsuggestions.

T:Imgoingtoaddagoalformyselfofusingdifferentvoicesforeach
characterwhenIreadaloud.Doesthatsoundlikeagoodgoal?
Writeit
downonmyownpieceofpaper.
IalsothinkIwouldliketomakemy
readingabitsmoother.InordertodothisIamgoingtouseastrategy
calledSayGoodByetoRobotReading.
Guided
Practice:
Duringthispart
ofthelesson,
describehow
youandthe
students
practice
together
,
including
examples.You
willassistthe
student,take
turns&
participatein
thestrategy.

Doyourememberwhatastrategyis?
studentresponds
Excellent!The
strategyIwanttosharewithyouiscalledSayGoodByetoRobot
Reading.Whatdoyouthinkrobotreadingis?Whatwouldarobotsound
likewhenitreads?
Studentresponds

T:Letstrytalkinglikerobotstogether!Whydontwetrytellingeach
otherournameandourfavoritecolorlikearobotwould.Himy
nameisKatieandmyfavoritecolorispurple
Give
studentachancetotry

T:Didyouhearhowchoppythatwas?Thatishowwewanttomakesure
wedontread.Instead,wewanttoreadlikewearescoopingupafew
wordslikeicecream.Getoutyourscooper(formhandintoascoopand
holditup)andletsreadthatsamephraselikewerescoopingthewords.
Ready?
Takeoutpieceofpaperwith
HimynameisKatieandmy
favoritecolorispurplewrittenonit.
Teacherscoopswiththestudent
first.
Greatjob!Readytotryitonyourown?
Havestudentscoopsame
sentenceindependently.

T:Awesome,sodoyouthinkthatyoucankeeptheideaofscoopingup
wordsalltogetherinmindwhileyouread?Makesureyoukeepyour
scooperhandyincaseyouneedit!

Independent
Practice:
Releasethe
studentto
demonstrate
his/herabilityto
completethe
activityalone.
Include
complete
directionsthat
explainwhat
studentmustdo
tocompletethe
activity&meet
theobjective.

T:Nowitsyourturntoreadandrecordyourvoiceontheapp!

T:Thefirsttimeyouread,itisokayifyourreadingisntcompletely
smoothandyousoundalittlelikearobot.Thefirstreadingofabookisa
goodwaytolearnthewordsandgetfamiliarwiththecharacters.Infact,
goodreadersalwaysreadabookafewtimessotheyareabletobecome
veryfluent!

T:Onceyouhavereadthebookonce,wewilllistentothereading
togetherandyoucanthinkaboutwhatyouthinkyouneedtoworkon!
Thenyouwillhaveachancetoreadagain,andshowmehowyoucan
scoopthewordsinthebooktomakethemniceandsmooth!Areyou
readytoread?

T:
Helpstudentopenuptheappandsetuptheirrecording,thenlether
read.Ifthestudenthastroublereadingonthescreen,shewillalsobe
offeredthephysicalcopyofthebook.Inthiscase,theteachercanjustflip
throughthepagesontheappasthestudentreadstheactualbook.Once
thestudentisdonereading,savethatrecordingtothecamerarollsothat
bothversionsofthereadingcanbecomparedlater.

T:
Oncethestudenthasreadonce,askthemtorepresenthowwellthey
thinktheydidwith
fluency
usingathumbsup,thumbsinthemiddleor
thumbsdown.

T:Givemeathumbsupifyouthinkyoudidyourabsolutebestjob
readingthisfirsttime.Ifyouthinkyoudidwell,butdefinitelyneedmore
practicegivemeathumbsinthemiddle.Andifyouthinkyoustillneeda
lotofpractice,givemeathumbsdown.
Studentgave:_____________

T:Beforeyoureadforthesecondtime,wearegoingtolistentoyour
recording!Asyoulisten,besuretothinkaboutwhereyoumightbeable
toimproveyourreadingtobemorefluent.

Playrecordingforthestudent,afterwardsask:
T:Okaysonowthatyouvelistenedtoyourselfread,whatdoyouthink
youcouldimprove?Whichgoalsdidyoumeet,andwhichdoyoustill

needtoworkon?
studentresponds

T:Greatthinking,Iagreewithyou.Okay!Nowitstimetotryagain.This
time,keepinmindthescoopingstrategywetalkedaboutandtryyourbest
toreadsmoothlyandfluently.Areyouready?

T:
Repeatsameprocedure,keepingtrackofanymistakesthestudent
makesagain.

T:Youdidsuchanexcellentjobreadingthatsecondtime!Didyoufeel
likeyouwerereadingmuchmorefluentlythanthefirsttime?

T:Nowcanyoushowmehowyoufeelaboutyourabilityusingyour
thumbagain?Thumbsupmeansyoufeellikeyoudidyourverybest,
thumbinthemiddlemeansthatyoucouldusealittlemorepracticeand
thumbsdownmeansthatyouneedmorehelp!
Studentgave:____________

T:Nowwecanlistentoyoursecondrecording!Letsseewhereyou
improved.
listentorecordingwithstudent.
Whatdoyouthinkyoudid
betterwithyourreadingthistime?Wereyoumorefluent?
student
responds
Closure/Assess
ment:
Describe
howthestudent
will
demonstrate
his/herabilityto
meetthe
objective,
includinghow
youwill
measure&
document
this
ability.

T:
Usingtherecordkeepingsheet(
here
),theteacherwillcountthe
numberofmistakesmadebythestudentintheirsecond/finalreading.If
theymadelessthan5mistakes,theyweresuccessfulintheactivity!

T:Lily,youdidawonderfuljobtoday!
Becauseyouworked
so
hardtoday,Ibroughtafewexcitingreadalouds
thatIthoughtyoumightlike!Wouldyoulikeformetoreadtoyouordo
youwanttoreadtome?

Studentdecideshowtheywouldliketoread(choosefromlistofbooks
above)