Third Meeting

GV Daily Lesson Plan

Student Name: Jessica Dow                         Course Title; Semester: EDUC 325; Spring 2013

Title of Lesson: Tangerine by. Edward Bloor  Total Lesson Time: 45 Minutes                      

Grade(s): 3rd                                                   Subject Area: Literacy                                    

This lesson is part of a unit over Building Reading Fluency

Curriculum Standard(s):

Iowa Core/District/National Fluency RF.3.4. Read with sufficient accuracy and fluency to support comprehension. ·         Read grade-level text with purpose and understanding. ·         Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. ·         Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Learning Objectives and How Assessed:

Learning Objective(s)	Assessment Plan
Student will be able to: 1.      Identify that schema helps comprehend what we are reading. 2.      Identify what fluent reading sounds like. 3.      Identify that reading fluency affects reading comprehension.	1.      Student will discuss how identifying schema on soccer helps to comprehend what he is reading. 2.      Verbally distinguish 2 characteristics of fluent reading (Expression, natural phrases and pauses, sounds like we are speaking.) As we listen to clips of his reading and my own reading. 3.      Answer the question how does fluency affect reading comprehension?

Content Outline of the Lesson:                                   Materials Needed:

Today we will begin reading the book Tangerine by Edward Bloor. This book has been chosen based off of his interest and reading level. We will begin by activating his schema he has on soccer, introduce the book, begin reading the text aloud (taking turns modeling fluency), using the app Croak.it! to record reading fluency, and working with inflected ing endings. We will also set a goal to accomplish for the rest of the meetings we have together.

Schema Worksheet iPad Croak.it! Tangerine by Edward Bloor

Lesson Procedures:	Time	Differentiation (Adaptations for Diverse Learners, ELL, Gifted)
1.  Before Reading: **Activate Student Schema *Introduce the word schema to the student. Tell him that schema is our background information and prior knowledge that we have on a subject. *Tell the student that schema helps us to make connections with the text we are reading to better understand what we are reading. *We build schema through experiences, reading, and through our classes. *Have the child write the schema that they have about soccer in the brain and discuss the schema that he has with the topic. **Introduce the Book *Tell the student that we will begin reading the book Tangerine by Edward Bloor. *Tell the student that you have chosen this book for him as he had said that soccer is his favorite sport and that he likes to read about sports. *Tell the student that this book is about a boy named Paul who recently moved to Tangerine, Florida. Paul is legally blind without his glasses. But still he is a tremendous soccer keeper. *Read the back cover of the book to find out what the book with be about. 2.  During Reading *Take turns reading the text aloud. *While you are reading, model fluency and expression with your voice. *As the student reads, use the app Croak.it! on the iPad and record his reading. (This app will record 30 second clips of his reading. Send the clips to your e-mail to access at a later date and compare his reading fluency at the beginning of the meetings to the end of the meetings.) *Repeat reading and alternating reading aloud. Record 2 or 3 clips of reading for your access. 3.  After Reading *Tell the student that we are going to listen to how he reads using the recordings taken during reading. *Have the child identify differences between your reading and his reading. *Discuss how reading should sound natural and how we would speak. *Discuss how we add expression when we read and that we take breaths at periods. *Tell him that reading fluently helps us to better understand what we are reading. *Discuss how it is easier to comprehend what is being read when we read fluently vs. in short phrases. 4.  Word Work *Complete the –ing word sort. *Have the child arrange the words without the headings to begin with. *After 3-4 minutes of allowing the student to organize and explore the patterns of words, have the child explain how they have organized the words and why. *After the child explains their organization give them the categories. Discuss, doubling the last consonant and adding ing, dropping the e and adding ing, and adding ing to the base word. *Allow the child to reorganize the words with this new information. 5.  Closure *Set a goal with the child. What kind of improvement does he want to see and what do you expect to see as he improves? *Ask what are 2 characteristics of fluent reading? *Ask how does reading fluency affect reading comprehension?	5 Min 3 Min 15 Min 10 Min 7 Min 5 Min .	*This lesson is specifically created to fit the individual needs of this child. Therefore, there is no need for further differentiation. *Record answers of two questions to demonstrate understanding. These questions will be asked again at the end of our sessions to show growth.

References:

Schema Worksheet, Andrea Morris

Schema Worksheet

Reflection on Student Learning:

This lesson was extremely successful for this student. He was extremely excited about the book I have chosen for him because it was based on his interest, soccer. We began by filling in a schema sheet. He learned what schema is and how it can help you to better understand what we are reading. We discussed how he would better understand the book Tangerine, a book about a child that plays soccer, than someone who did not play soccer.

We than began to read the story after I introduced the story to him. He was eager to begin reading the story because of the way I introduced it to him. Showing the student that you are excited about the literature you are reading helps to excited them as well. Therefore, through this experience I have learned how important it is to introduce a new book in an exciting way. For children that dislike reading, I believe that it helps the student to have the teacher hand pick a book for them because this can be exciting for them.

I found that my student truly enjoyed reading a book that was interesting to him. This book is a few levels higher than what he ended up benchmarking at. However, he did a wonderful job reading. Therefore, I have learned that if students have a motivation to read a book and the interest to do so, we should not discourage them from reading it. Typically, our students are turned off by reading because they cannot read the books they want to read. So allowing him the time to read this book was truly important to him and he did not want to stop.

Through working with the word sort I had created on inflectional endings (specifically –ing endings) the student discovered what a base word is, how we drop the e, and how we double the final consonant to add the –ing. He is now able to identify the base word and how the word was manipulated to create a new word. Through the word sort, I have realized that the student thrives on hands on activities and likes to do rather than watch. I will take this into account while creating instruction for him in the future.