Title: Fluency

Author: Madeline Maness

Subject: Language Arts Common Core

Grade Level: 4th grade

State Standard(s):

o   Common Core

o   Reading: Foundational Skills

o   CCSS.ELA-Literacy.RF.4.4

Read with sufficient accuracy and fluency to support comprehension.

Lesson Goals

The students will evaluate their reading fluency using a fluency checklist and will write three ways to improve their fluency with 90% accuracy.

Instructional Methods

Anticipatory Set

(Approximately 8 Minutes)

·        This lesson will be focused on fluency and comprehension.

·        The students will have practiced fluency and comprehension previously.

·        To begin the lesson, the teacher will have a passage pulled up on the SmartBoard.

·        The teacher will explain to the students that they are going to be reading a few short passages for the lesson and working on their fluency and compression while reading. The teacher will ask the students if they know what the term fluency refers to. The teacher will wait on students to raise their hands to be called on. Depending on the students answers, the teacher will explain that fluency is defined as "the ability to express oneself easily, with accuracy, expression, and inflection."

·        The teacher will pull up the YouTube video that demonstrates a few things a fluent reader does while they read. The video explains to readers what fluency is, and what to do while they are reading to become more fluent. This video was made by a 4th grade class and capitalizes on the idea of APE, accuracy, pace, and expression.

·        The teacher will instruct all of the students to stand up at their desks and read the highlighted section in the passage “New Products for People” to their self.

·        The teacher will then ask the students if they were able to read the passage to without difficulty.

·        The teacher will split the class up and ask the two groups if they think they can read the most fluent. The teacher will then have each group stand up and read the passages out loud and in unison.

·        The teacher will instruct the students to read it with accuracy, expression, inflection, and their overall best speaking voice.  

·      After having both groups read the passage aloud, the teacher will provide encouraging comments to both groups and give the students any suggestions they may need. 

·     The teacher will ask the students to look for the main idea of the passage.

·       After the students have been given a chance to search for the main idea, the teacher will answer any follow up questions the students may have. The class will then move onto the next section of the lesson.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.1 Customize the display of information   The teacher will project the video on the SmartBoard making sure to adjust the lighting and volume as needed.   2.1 Define vocabulary and symbols   The students will learn what the term fluency means and how to become fluent readers.	4.1 Options for physical response   The students will discuss what they think the main idea of the passage is. They will also read the passage out loud.	9.1 Guide personal goal-setting and expectations   The students will be told what they are to work on during the lesson. They will be given examples on which to guide their expectations of performance.

Introduce and Model New Knowledge

(Approximately 15 Minutes)

·        The teacher will explain to the students that they are going to learn how to become fluent readers while reading the passage "Making Perfume."

·        The teacher will model to the students how fluent readers recite the passage. The teacher will read the passage through, one time, making sure to follow all the fluency guidelines.

·        The teacher then will ask the class what voice they would like to use to recite key paragraphs from the passage. They can choose between: cowboy, alien, baby voice, or robot.

·        After reciting a few paragraphs from the passage as a class, the teacher will explain to the students that they will be given their own passage to practice during guided centers.

·        The teacher will model for the students how to use to an audio recorder on the iPad. The teacher will tell the students, when it is their turn, to get an iPad from the center and take it back to their desk. The teacher will then tell the students to grab a pair of headphones. The teacher will model for the students how to pull up the app, Voice Recorder, and record the passage. The teacher will demonstrate talking into the microphone on the headphone string and show them how to listen to their recording when they are finished. The teacher will provide students with a short checklist for them to use in order to evaluate their own fluency when reviewing their voice recording.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.3 Guide information processing   The teacher will guide the students and their understanding of the technology they will be using during the independent portion of the lesson.	5.3 Provide ways to scaffold practice and importance  The teacher will model the fluency concepts for the students.	7.3 Reduce threats and distractions The students will pay attention to the teacher. They will be sitting quietly at their desks to ensure all students can here and see the teacher. The classroom management plan will be implemented.

Guided Practice

(Approximately 20 Minutes)

• The teacher will divide the students into leveled groups and will call the students over when it is their turn.  

·        Once the students are at the reading table, the teacher will pass out leveled passages to each of the students. The teacher will also give each student a personal white board and expo marker.

·        The low levels learners will be provided with the passage “Old Way of Life.” The average students will be provided with the passage titled “Let’s Go Skating.” The advanced students will be given the passage “Adventure on the River.”

·        As a reading group, the teacher will ask the students to look over the passage, giving them about 45 seconds.

·        Next, the teacher will ask the students to read each paragraph taking turns and reading fluently. This activity will take about 7 minutes for the students to complete.

·        After the entire passage has been read aloud, the teacher will ask the students comprehension questions relating to the story.

·        The teacher will ask the students the first question and the students will write their answer on the white board. The teacher will give the students about a minute to complete each question. The teacher will then move on to the next question. The students will discuss as a group the answers to the questions. 

Old Way of Life questions:

1. How did Eskimos use animal skins?
2. Why did life change for the Eskimos in the 1800s?

Let’s Go Skating questions:

1. According to the passage, what is the hardest thing to learn with

 in-line skating?

2. What is the author's opinion of in-line skating?

Adventure on the River questions:

1. What is this story mainly about?
2. What made Paco fall out of the raft?

• Once all students have completed answering the questions, the teacher will have the students clear off the whiteboards and will signal to the class that it is time to switch centers.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.3 Provide alternatives for visual information   The teacher will provide a written copy of passage to each student.   3.2 Highlight critical features, big ideas, and relationships   The teacher will have students look for the main idea in the passage and provide reasoning.	4.1 Provide varied ways to respond   The students will discuss their answers and also write them on the whiteboard.   4.2 Provide varied ways to interact with materials   The students will be using a whiteboard and expo marker to record the answers to the comprehension questions.	8.3 Foster collaboration and communication   The students will work together to read the passage and share ideas about how they answered the comprehension questions.

Independent Practice

 (Approximately 10 Minutes)

·        For the independent practice the students will get their assigned iPad and headphones out and begin recording their passage.

·        The teacher will give the students about 10 minutes to record their passage using the voice recording app that was modeled previously in the lesson.

·        The students will be given a fluency checklist to follow as they are recording their passage and will know in advance what they will be graded on. The checklist will include: Accuracy, rate, expression and punctuation.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.3 Provide alternative for visual information The teacher will provide students with audio examples of the passage before they record their own.	5.1 Allow choice of media for communication   The teacher will be wearing the SmartBoard microphone and the students will be recording themselves reading the passage.	8.2 Vary levels of challenge and support Some of the students may be challenged by using the technology, if so, either the teacher or others will be able to assist that student.

Wrap-up

(Approximately 5 Minutes)

·        To wrap up the lesson, the teacher will ask the students to go back to their desks.

·        The teacher will ask the students what fluency is. The teacher will also ask if they thought they were fluent readers while recording their passages. I will review the parts of fluency during this time. 

·        The teacher will call on students randomly to talk about areas where they struggled in while recording themselves reading.

·        Once about five students have talked about the areas in which they need improvement, the teacher will signal to the students that the lesson is now complete.

·        The students will clean up any supplies and will put their passage in their take home folder to work on at home. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.1 Provide or activate prior knowledge For the wrap-up, the students will activate prior knowledge in order to complete the questions.	6.4 Enhance capacity for monitoring progress   The teacher will gage the students understanding of the activity by asking them for specific examples of improvements.	7.2 Enhance relevance, value, and authenticity   The teacher will have students express what difficulties they had with being fluent readers. They will talk about the value of the assignment and how it has helped them become more aware of their fluency skills.

Assessment

Formative (Informal - written)

(Approximately 8 Minutes)

·        For the assessment, the teacher will instruct students to come to the front of the room.

·        The teacher will ask the students to bring their writing journal, clip board, and writing utensil with them to the carpet.

·        The teacher will pass out the fluency checklist to the students that they filled out after listening to the voice reading of the passage.  

·        The students will read the checklist and look at the areas in which they did not score perfect in.

·        The teacher will instruct the students to write about three areas in which they could improve on. The teacher will tell the students to include details and write about how their overall fluency could be improved when they are reading. After the students finish their writing, the teacher will take up their journals and review their writing.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.4 Support memory and transfer   The students will transfer their results from the fluency checklist into their writing assessment.	6.3 Facilitate managing information and resources Students will know where to get their writing journals from. They will know what to do while they are at the rug and what they need to do when they are finished writing.	9.3 Develop self-assessment and reflection The students will be evaluating their own work and will reflect on the assignment and their results.

Materials

·        SmartBoard

·       YouTube Video

·        Passage for each student

·        Fluency Checklist

·        SmartBoard audio microphone

·        Writing Utensils

·        iPad for each student

·        Student headphones

·        Clipboards

·        Writing journal

·        Personal white boards

·        Expo markers for each student  

·        Passages and Questions from (http://mrswarnerarlington.weebly.com/fluency-practice.html)

	UDL Principle
	I.                   Multiple Means of Representation ensures that II.                the Recognition networks of students are supported      Specific UDL Accommodations (1.1 – 3.4) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for perception 1.1 Customize the display of information ü Anticipatory Set 1.2 Provide alternatives for auditory information 1.3 Provide alternatives for visual information ü Guided Practice, Independent Practice Provide options for language and symbols 2.1 Define vocabulary and symbols ü Anticipatory Set 2.2 Clarify syntax and structure 2.3 Decode text and mathematical notation 2.4 Promote cross-linguistic understanding 2.5 Illustrate key concepts non-linguistically Provide options for comprehension 3.1 Provide or activate background knowledge ü Wrap Up 3.2 Highlight critical features, big ideas, and relationships ü Guided Practice 3.3 Guide information processing ü Introduce and Model New Knowledge 3.4 Support memory and transfer ü Assessment
	II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported      Specific UDL Accommodations (4.1 – 6.4) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for physical actions 4.1 Provide varied ways to respond ü Anticipatory Set , Guided Practice 4.2 Provide varied ways to interact with materials ü  Guided Practice 4.3 Integrate assistive technologies Provide options for expressive skills and fluency 5.1 Allow choices of media for communication ü Independent Practice 5.2 Provide appropriate tools for composition and problem solving 5.3 Provide ways to scaffold practice and performance ü Introduce and Model New Knowledge Provide options for executive functions 6.1 Guide effective goal setting 6.2 Support planning and strategy development 6.3 Facilitate managing information and resources ü Assessment 6.4 Enhance capacity for monitoring progress ü Wrap Up
	III. Multiple Means of Engagement ensures that the Affective networks of students are supported      Specific UDL Accommodations (7.1 – 9.3) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for recruiting interest 7.1 Increase individual choice and autonomy 7.2 Enhance relevance, value, and authenticity ü Wrap Up 7.3 Reduce threats and distractions ü Introduce and Model New Knowledge Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives 8.2 Vary levels of challenge and support ü Independent Practice 8.3 Foster collaboration and communication ü Guided Practice 8.4 Increase mastery-oriented feedback Provide options for self-regulation 9.1 Guide personal goal-setting and expectations ü Anticipatory Set 9.2 Scaffold coping skills and strategies 9.3 Develop self-assessment and reflection ü Guided Practice