fluency reading plan - wordpress.com€¦ · web viewthis author’s unit of study did focus on...

FLUENCY READING PLAN

1

Running head: FLUENCY READING PLAN

Fluency Reading Plan

Corey L. Davis

Grand Canyon University

EED 525 - Curriculum, Assessment and Methods: Literacy

February 23, 2011

Fluency Reading Plan

Introduction

This author chose to develop his 5-day unit of study around a text written by Stephen

Krensky entitled Dangerous Crossing: The Revolutionary Voyage of John Quincy Adams. This

author was introduced to the story by a local teacher during a practicum visit. The text is

classified as a historical fiction piece. Dangerous Crossing revolves around the time of the

American Revolution. Future United States President, John Adams is sent on a secret mission to

France to ask for help in fighting the English. John takes his son, John Quincy Adams (also

future President of the United States) with him on his journey. John Q. is only ten at the time of

the story. The story is told by him in the third person. While the story is fiction, it does contain

actual journal entries from John Adams’ personal diaries during this same time. The story

stresses the many sacrifices and dangers that our forefather’s endured to help defeat England and

build this great nation. Through the careful research of the Krensky text and the study of fluency

reading plans, this author attempted to create a 5-day mini unit of study for a fifth grade class.

Overview

The unit of study begins on a Monday with the focus on oral communication and

vocabulary words. The text is to be read out loud during class, with each student taking turns

reading. The teacher will periodically pause to reflect on the author’s word choice with assigned

vocabulary words. When the students finish reading the text, the teacher will use story specific

vocabulary cards to go over ten assigned vocab words that appear in the story. The cards contain

the word, definition, picture, and sentence that it was used in. After the vocab words are

discussed as a class, the students begin work (individually) on a vocabulary worksheet.

Tuesday’s lesson revolves around word patterns and word analysis. The teacher will lead

a class discussion on why and how each vocab word was used in the story; why and how the

students could use the same word in another sentence; and why and how the students might

replace the word with a different, but similar word. The students will then work in groups to

rewrite the story. The teacher will hand out assigned pages of the text with vocab words and

specific sentences highlighted. The students will be required to replace the vocab words with

other similar words and rewrite the selected sentences completely, while still keeping the story’s

theme alive and relevant.

Wednesday’s lesson centers on reading fluency. Students will be taught the importance

of sounding out difficult words and to correct themselves when they mispronounce something.

The students are to read their re-written story as a class. After the class reads the re-written

story, students splint into tiny groups of two. The reading partners will be given smaller

American Revolution themed texts to read out loud to each other. The partners will help each

other sound out difficult words and correct each other’s mispronunciations.

Thursday’s lesson plan focuses on reading comprehension. Students will read the text as

a class one final time. This time the teacher will pause from time to time to discuss cause and

effect. The teacher will also stress the importance of visualization and how being able to

visualize the text during reading increases comprehension significantly. After the students finish

the text again, they will be asked to individually complete a worksheet containing text specific

visualization and cause and effect questions.

The unit of study concludes with Friday’s lesson on writing. The teacher will revisit all

of the major lessons discussed over the week, as well as the text itself. The student’s will then be

asked to complete and essay assignment that requires them answer the following question:

“Write a five paragraph paper on why or why not someone should read Dangerous Crossing:

The Revolutionary Voyage of John Quincy Adams.” Students will be required to use at least five

of the week’s vocabulary words in their papers, explain what they view as the most important

cause and effect moment of the story, and illustrate one color picture visualization using a quote

from the text. The final assignment will be intensive, but students will be given ample in-class

time to complete the assignment.

Conclusion

This author thoroughly enjoyed reading Krensky’s Dangerous Crossing: The

Revolutionary Voyage of John Quincy Adams. Not only was the text interesting and inspiring;

but it was also fun to build an entire five day unit of study around. The lesson plans created by

this author were insightful, helped to increase student reading fluency, included different reading

and writing activities, and utilized various types of assessments. This author’s unit of study did

focus on oral language and vocabulary, word patters and word analysis, fluency, comprehension,

and writing. As Tompkins states, this author’s lesson plans will help fifth grade students,

“become fluent readers through a combination of instruction and lots of reading experience.”

(Tompkins, 2010, p. 188). Through the careful research of the Krensky text and the study of

fluency reading plans, this author successfully created a 5-day mini unit of study for a fifth grade

class.

Unit of Study Lesson Plans

History is Made by Individuals (5 day unit of study)

Date: MONDAY, TUESDAY, WEDNESDAY, THURSDAY, and FRIDAY

Grade/Class/Subject: 5th Grade / Mr. Davis / Reading

Unit/Theme: American History

Standards: 5th Grade

Wyoming Department of Education: Reading

LA5.1A Students use the reading process to apply a variety of comprehension strategies before, during, and after reading.

LA5.1A.1 Students use knowledge of synonyms, antonyms, and multiple meaning words to develop vocabulary.

LA5.1A.2 Students understand grade-level-appropriate technical and subject-specific vocabulary.

LA5.1A.3 Students demonstrate comprehension by retelling, summarizing, and paraphrasing main idea and supporting details in grade-level-appropriate text.

LA5.1A.4 Students draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

LA5.1A.5 Students understand cause and effect relationships.LA5.1A.6 Students use such strategies as setting a purpose for reading and using graphic

organizers to predict, categorize, and analyze.LA5.1B Students demonstrate an understanding of a variety of literary texts.LA5.1B.1 Students make connections between characters, character traits, setting, and plot.LA5.1B.2 Students make connections with the text.LA5.1B.3 Students recognize descriptive language and imagery.LA5.1B.4 Students read a variety of literary genres (historical fiction, poetry, fiction, fairy

tales, fables, narratives from different cultures, drama, myths, folk tales and legends).

LA5.1C Students demonstrate understanding of informational text.

(Wyoming Department of Education, November 19, 2008, p. 36).

Wyoming Department of Education: Writing

LA5.2A.1 Students use a variety of strategies to generate ideas for writing such as developing a plan, grouping related ideas, organizing information according to type and purpose, and using prior knowledge.

LA5.2A.2 Students write multi-paragraph expository compositions with details,

transitions, and conclusions.LA5.2A.3 Students use meaningful word choice, evidence of voice, and sentence

fluency.LA5.2A.4 Students use grade-level-appropriate conventions of spelling, usage,

punctuation, capitalization, and grammar such as prepositional phrases, appositives, independent and dependent clauses, conjunctions, often misused verbs, such as lay and lie, and use colon to separate hours and minutes.

LA5.2A.5 Students use strategies to revise writing such as producing multiple drafts.LA5.2A.6 Students utilize strategies to edit and publish written work and use various

tools to improve writing and vocabulary such as a thesaurus, dictionary, reference materials, and technology.

LA5.2B.1 Students write and share literary analyses, using grade-level-appropriate strategies such as:Summarizing main ideas and significant details;

a. Using examples from the text, other works, and prior knowledge or experience;

b. Relating own ideas to supporting details; andc. Developing interpretation based on careful reading.

LA5.2B.3 Students summarize and paraphrase.


Wyoming Department of Education: Speaking and Listening

LA5.3.3 In small group discussion, students ask relevant questions to determine purpose or clarify meaning.

LA5.3.4 Students follow directions and provide feedback.LA5.3.5 Students read aloud their own or others’ texts fluently and expressively.


History is Made by Individuals (Day 1)

Date: MONDAY (45 to 60 minutes)



Content Objective(s): American Revolution

Language Objective(s): Oral Language and Vocabulary

SIOP® Features

Lesson Sequence:

Monday’s Lesson will run longer due to the children having to read the story out loud

while teacher simultaneously leads a class wide discussion on oral language and

vocabulary words as described in the text.

Key VocabularyCramped PressingDistracted RepresentativesViewpoint EmbarkShattered BracingSurveyed Conduct

Supplementary MaterialsDangerous Crossing story out of textbook, vocabulary context cards, pencil, and vocab worksheet.

Preparation Scaffolding Grouping Options_x__ Adaptation of Content _x__ Modeling _x__ Whole class_x__ Links to Background _x__ Guided practice ___ Small groups_x__ Links to Past Learning _x__ Independent practice ___ Partners_x__ Strategies incorporated _x__ Comprehensible input _x__ Independent

Integration of Processes Application Assessment_x__ Reading ___ Hands-on _x__ Individual_x__ Writing _x__ Meaningful _x__ Group_x__ Speaking _x__ Linked to objectives _x__ Written_x__ Listening _x__ Promotes engagement _x__ Oral

1. Begin lesson by having the entire class read the story out loud. Teacher will lead class

reading. Each student will read one paragraph, as well as the teacher. Students/teacher

will continue rotating paragraphs until story is complete. Teacher will assist with

struggling readers.

2. During the reading, the teacher will stop occasionally to ask students questions about the

author’s word choice, definitions or specific words, alternate words, etc.

3. Upon completion of the story, teacher will go over the 10 (above mentioned) vocabulary

words with the student using the vocabulary context cards (giant flash cards with the

word, its use in the story, pictures, and definitions).

4. Students will be asked to randomly tell the teacher what the definition of each word is,

how they would use it in another sentence, how they might replace the word with a

similar word, and so on.

Reflections:

1. After group reading and vocab discussion, students will be given a worksheet on the

vocabulary words. There will be ten questions and the students are to work on them

individually. Worksheet will be due Tuesday morning. Students will receive points for

their correct answers out of 10.


Date: TUESDAY (45 to 60 minutes)




Language Objective(s): Word Patterns and Word Analysis

SIOP® Features

Lesson Sequence:

The majority of time on this lesson will be spent doing group projects.

1. Teacher will begin lesson by reviewing Monday’s vocabulary words. Using the

vocabulary context cards (only showing the students the word and a picture of its


Supplementary MaterialsDangerous Crossing story out of textbook, vocabulary context cards, pencil, paper, dictionary, and thesaurus.

Preparation Scaffolding Grouping Options_x__ Adaptation of Content _x__ Modeling _x__ Whole class_x__ Links to Background _x__ Guided practice ___ Small groups_x__ Links to Past Learning ___ Independent practice ___ Partners_x__ Strategies incorporated _x__ Comprehensible input ___ Independent

Integration of Processes Application Assessment_x__ Reading _x_ Hands-on ___ Individual_x__ Writing _x__ Meaningful _x__ Group_x__ Speaking _x__ Linked to objectives _x__ Written_x__ Listening _x__ Promotes engagement _x__ Oral

meaning) the teacher will ask the class to explain how and where the word was used in

the story. Students will be allowed to use their text books.

2. To begin the lesson on word patterns and analysis, the teacher will lead a class discussion

on why/how each vocab word was used in the story, why/how they could use the same

word in another sentence, why/how they might replace the word with a similar word, and

so on.

Reflections:

1. Students will be split into groups of 5 to 6 students. Using their textbooks, each group

will be given five different pages of the text to rewrite.

2. Each page will be highlighted with certain vocab words and sentences that are to be

changed. Vocab words will require a different word that means the same thing and

sentences will have to be changed completely, while still stressing the vital points of the

story. Students will be allowed to use dictionaries and thesauruses too. Writings will be

due Wednesday morning. Students will receive points individually for participation and

as a group for correct rewrites of terms and sentences.


Date: WEDNESDAY (45 to 60 minutes)




Language Objective(s): Fluency

SIOP® Features

Lesson Sequence:

The lesson will begin by students re-reading the story, as told by their groups’ re-writing

of the story.

1. Each student will be required to read a chunk of their group’s rewriting of the story.


Supplementary MaterialsDangerous Crossing story out of textbook, vocabulary context cards, pencil, group re-writing assignment, and related American Revolution texts.

Preparation Scaffolding Grouping Options_x__ Adaptation of Content _x__ Modeling _x__ Whole class_x__ Links to Background _x__ Guided practice ___ Small groups_x__ Links to Past Learning ___ Independent practice _x__ Partners_x__ Strategies incorporated _x__ Comprehensible input ___ Independent

Integration of Processes Application Assessment_x__ Reading __ Hands-on ___ Individual_x__ Writing _x__ Meaningful _x__ Group_x__ Speaking _x__ Linked to objectives ___ Written_x__ Listening _x__ Promotes engagement _x__ Oral

2. Teacher will not read any of the text, but will assist readers who struggle to pronounce

words.

3. Teacher will also applaud student’s choices of new words and rewritten sentences.

Words and sentences that don’t make sense will be discussed as a class and redone on the

overhead.

4. When students have completed the reading of the re-written story, teacher will explain

the importance of reading accuracy and self-correction. “Good readers use decoding

skills to sound out words they do not know and self-correct any words they

mispronounce.” (Krensky, 2004, p. T12).

Reflections:

1. Students will be partnered with another student in the class. (Strong readers and readers

who struggle will be paired together).

2. Each student will be given a text that relates to the American Revolution and asked to

take turns reading to each other. The students are to pay special attention to each other’s

reading techniques and help each other sound out difficult words and correct

mispronunciations of words.

3. Teacher will walk around room observing and assisting where needed.


Date: THURSDAY (45 to 60 minutes)




Language Objective(s): Reading Comprehension

SIOP® Features

Lesson Sequence:

1. Begin lesson by having the entire class read the story out loud. Teacher will lead class

reading. Each student will read one paragraph, as well as the teacher. Students/teacher


Supplementary MaterialsDangerous Crossing story out of textbook, vocabulary context cards, pencil, and work sheet.

Preparation Scaffolding Grouping Options_x__ Adaptation of Content _x__ Modeling _x__ Whole class_x__ Links to Background _x__ Guided practice ___ Small groups_x__ Links to Past Learning ___ Independent practice ___ Partners_x__ Strategies incorporated _x__ Comprehensible input _x__ Independent

Integration of Processes Application Assessment_x__ Reading __ Hands-on _x__ Individual_x__ Writing _x__ Meaningful ___ Group_x__ Speaking _x__ Linked to objectives _x__ Written_x__ Listening _x__ Promotes engagement ___ Oral

will continue rotating paragraphs until story is complete. Teacher will assist with

struggling readers.

2. Discussion of the text will focus on visualizing what is being read. (Example: “John was

sad when his school closed down.”…visualize a little boy sitting in a desk crying because

he wasn’t ever going back to his school.).

3. Visualizations are pictures that you create in your mind to help you understand the story.

4. During the reading, the teacher will stop occasionally to ask students questions about the

cause and effect of specific events in the story. (This event caused what?...and therefore

affected what part of the story?).

5. Understanding causes and effects can help readers visualize story events and how they

are related.

Reflections:

1. Students will be given a worksheet on visualization and cause and effect. Teacher will go

over sample questions to make sure students understand how to properly answer the

questions. Student will be allowed to use their text books to answer the 10 visualization

questions, but will not be allowed to use them to answer the 10 cause and effect

questions.

2. Worksheets will be due Friday morning. Students will be graded for correct answers out

of 20.


Date: FRIDAY (60 minutes)




Language Objective(s): Writing

SIOP® Features

Lesson Sequence:

1. Begin lesson by explain to the students that this will be the final day discussing the

Dangerous Crossing text.

2. Revisit (briefly) everything that has been discussed during the week.


Supplementary MaterialsDangerous Crossing story out of textbook, pencil, paper, computer, and colored pencils.

Preparation Scaffolding Grouping Options_x__ Adaptation of Content _x__ Modeling ___ Whole class_x__ Links to Background ___ Guided practice ___ Small groups_x__ Links to Past Learning _x__ Independent practice ___ Partners_x__ Strategies incorporated _x__ Comprehensible input _x__ Independent

Integration of Processes Application Assessment_x__ Reading _x_ Hands-on _x__ Individual_x__ Writing _x__ Meaningful ___ Group___ Speaking _x__ Linked to objectives _x__ Written_x__ Listening _x__ Promotes engagement ___ Oral

a. Oral language, communicating, and vocabulary words.

b. Word patterns and analysis.

c. Reading fluency.

d. Reading comprehension, visualization, and cause and effect.

e. Writing.

Reflections:

1. Students are to work independently on an assigned essay question.

2. Essay question will be: “Write a five paragraph paper on why or why not someone should

read Dangerous Crossing: The Revolutionary Voyage of John Quincy Adams.”

3. Students will be required to use at least five of the week’s vocabulary words in their

papers, explain what they view as the most important cause and effect moment in the

story, and illustrate one color picture visualization using a quote from the text.

4. Students will be graded on thoroughness, neatness, correctness, rough draft, and typed

final version.

5. Papers will be due next Friday at the end of school. Students will be allowed time to

work on their papers for 30 minutes each day next week. What isn’t finished in class will

become homework.

References

Krensky, S. (2004). Dangerous Crossing: The Revolutionary Voyage of John Quincy Adams.

(Teacher’s ed.). Orlando, FL: Houghton Mifflin Harcourt.

Tompkins, G. E. (2010). Literacy for the 21st Century: A Balanced Approach (5th ed.). New

York, NY: Allyn & Bacon.

Wyoming Department of Education, (November 19, 2008). Wyoming Language Arts Content

and Performance Standards. Retrieved February 22, 2011, from

http://edu.wyoming.gov/Programs/standards/lang_arts_content_and_standards.aspx.

fluency reading plan - wordpress.com€¦ · web viewthis author’s unit of study did focus on...

Documents