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Project REAL Lesson Plan Instructor: Alyssa Landau Topic: Fluency Subject: Reading Check box if part of a larger

unit: ___ Where does the lesson fit in: Begin ! Middle___ End __ Duration of Lesson: 30 minutes Grade: 1st Other adult involved in instruction: (Check appropriate) Paraeducator____ co-teacher_______ volunteer _____ Lesson Objective/s: Student will read a short story aloud with reduced fluency errors from baseline reading after reading strategies (echo reading) has been implemented. Big Idea: Reading accuracy takes time and effort. Words all have diverse compositions but adhere to specific rules. Science Content State Standard: Grade 1 Phonological Awareness:
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

ELD Standard/s: n/a Formative Assessments: Independent baseline (cold) reading, repeated echo reading, independent repeated reading Summative Assessments: Not applicable to lesson. Student will receive summative assessment in her general education class. Materials: Short vowel sounds example worksheet, reading booklet Meg, whiteboard, dry erase marker

Understanding Your Learners through contextual details

This lesson will be taught at Marquez Charter School in a resource class. The lesson will be used to support the current grade level reading material being taught in 1st grade. The mainstream class is using Rewards Common Core text for California schools. This resource lesson is intended to revisit material from the mainstream curriculum. Concepts will be a review and should engage prior knowledge on the topic in order to reinforce concepts. The lesson was designed to incorporate aspects of the Universal Design for Learning (UDL) visual tools. This lesson also incorporates reading fluency strategies. First this lesson uses echo reading. Echo reading is a rereading strategy designed to help students develop expressive, fluent reading. In echo reading, the teacher or parent reads a short segment of text, and the student echoes back the same sentence or phrase while following along in the text. Next the lesson uses repeated reading. Repeated reading is an evidenced-based strategy designed to increase reading fluency and comprehension by incorporating several trials using the same text. The student in this resource pull-out session is a 1st grade girl named Coco. Coco receives resource services under the Individualized Education Plan (IEP) eligibility Specific Learning Disability (SLD) due to her diagnoses of a processing disorder. Coco receives 45 minutes of resource time daily during which she works on reading, writing, and math. It is critical to create an engaging, relevant, and positively reinforced lesson for Coco. Coco is not an English Language Learner (ELL) and is Caucasian. She comes from a comfortable socioeconomic background and is not impacted by a lack of resources at home that would affect her ability to excel in school.

IEP Goals Student(s)

IEP Goal/Objective (standards based)

Coco R. LESSON PLAN & PROCEDURES


Lesson Elements Lesson Introductio n (connect & build background knowledge) Lesson Body Guided Practice Independent Practice Extended Practice

Goals are based on Cocos IEP eligibility SLD.


Time What are the students doing? N/A What is other adult doing? N/A Check for Understandin g I will monitor Cocos pronunciation of these short vowel sounds Materials

Coco will complete a short vowel sounds worksheet in which she will identify short vowel sounds by reading words and looking at pictures she is familiar with. Ex) Short A ! Cat

5 min

worksheet

Coco will do a cold independent reading of the story Meg from the Primary Phonics series aloud. I will mark down the number and type of errors Coco makes during this reading (baseline data). I will lead Coco in an echo reading of the story Meg. I will read one sentence at a time with clear and intentionally strong articulation of short vowel words. Coco will then repeat the sentence while following alone in the text. Coco will do a repeated reading of the story Meg independent. I will progress monitor Cocos improvement and integration of the new skills. I will compare this data to Cocos baseline reading in order to see the effectiveness of these strategies. Coco will practice these skills daily in her resource class.

10 min 7 min 8 min. N/A

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I will encourage Cocos progress with reading skills by guided practice and maintenance activities.

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All Some Few

LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students needs, goals and objectives. Students will reread with fewer errors. Students will reread with fewer errors and increased speed. Students will reread with fewer errors, increased speed, and overall improved fluency.

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