Name: Crystal Castaneda Date: 11/18/14

Grade Level: 3rd

1. INTRODUCTION
Purpose of the lesson: Students will be taught strategies that can improve their fluency. They will be
taught that by reading and rereading the same text will help them improve their fluency. I will also
have students do fluency timed readings with a partner. During the timing students will read to a
partner while they are being timed for one minute. Their partners will count any errors and how many
words were read. They will then do a second timed reading to see if they improve in number of words
and accuracy.
SWBAT make use of fluency strategies by reading and reading to themselves or a partner while being
timed to improve fluency.
Learning Goal written on the board: I can read and read to improve my fluency.
Utah State Standards covered:
Reading: Foundational Skills Standard 4
Read with sufficient accuracy and fluency to support comprehension.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
2. EXPLICIT READING STRATEGY
INSTRUCTION FOCUS: Fluency
I will have students read the same text several
times to improve fluency. They can use their
own book they are reading. I will also show
them how to complete a 1 minute fluency
timing with a partner by using the November
poetry book.

Interesting/appropriate TEXTS for lesson purpose:

Text the teacher reads aloud to students:
To model I will be using a poetry book which the teacher
has made by compiling different poems together. The
site teacher has one of these poem books for each month
and has one for every student. The poetry book includes
about 15 poems and they are all numbered for fluency.
Text the students read with teacher support or
independently: Students will use our Poetry books that
the site teacher has put together which are already
numbered for fluency.

Teacher MODELING and SCAFFOLDING: (this will include declarative, conditional, and procedural
knowledge of any strategies)
What (Declarative knowledge): Today we are going to learn about strategies that will improve our fluency.
Fluency means reading in phrases with expression and accuracy. What that means is when you read it has to
sound like when you speak. Your reading shouldnt sound choppy. It also means that your voice should
change its tone to match what the character is saying. When there is excitement in the book, your voice
should sound excited. Also to read fluently you are reading the words correctly and not making many
mistakes. I am going to show you guys what these strategies are and how to do them. Fluency is one of the
easiest things we can do to improve our reading comprehension.
Why & When (conditional knowledge): The reason we are going to learn about fluency is because it helps
improve our comprehension when we are reading. If we can read quickly we understand more of what
the phrase is telling us. By reading and rereading we learn to identify letters, sounds and words which
will help us understand more of our reading. The more practice we have reading the better readers we
will become. This is why being a fluent reading is important. Fluency is something that will help us in
our everyday lives. If we become fluent readers our speed and comprehension will increase. As you
get to junior high and high school reading quickly and understand the reading will help you get your

assignments done faster. Also as an adult you start to read more non-fiction text that will require you
to be a fluent reader in order to understand more of what you are reading.
How (procedural knowledge): You will learn how to become a fluent reader by reading and rereading the
same book or poems during independent reading time. You may also time yourself when you read. The first
thing you can do to improve fluency is to read and reread. What that means is that you will read a book or
poem over and over and over until you feel like you can read it without errors and quickly. I would like you
to read the book at least three times. The other thing you can do to improve fluency can also be done during
independent reading time here in class. With your established classroom partner you can find a spot in the
room to do fluency timing. What you will do is you and your partner will grab a timer from the supply
cabinet. You will both grab your poem book from your book bag and go over to a spot in the room. You will
begin to read as your partner times you for one minute. Your partner will have a wipe pen and a clear sleeve
to mark any errors you make while reading. After the one minute are up your partner will tell you how many
words you read (poems are marked with the number of words in each row at the end of the row this makes it
easy to count the words read) and how many mistakes you made. Your partner will tell you which words you
got wrong. Then you will reread the same text once or twice more this will improve your fluency. Then it
will be your partners turn. I will also be handing you a paper where you will keep track of the words you read
and how many mistakes you made in each timing for that day.
GUIDED PRACTICE: (teacher and students together)
Now I want you guys to practice, but I will model how to do this first. Everyone take out your poem books,
wipe pens, and clear plastic sleeves. Turn to the fist page and place your clear plastic sleeve on top of the first
page. I will set the timer for one minute and I will read. I will make mistakes as I read and I want you to
circle the words I get wrong. Ready lets begin You guys should have counted 4 mistakes on the
following words.. (I will make my mistakes obvious so students can mark them wrong). How many words
did I read? Now I will do this again reading the same poem for one minute. So this time how many words
did I get wrong and how many words did I read? Now I want you guys to turn to the second page and I will
time you guys for one minute I want you guys to see how far you get.. Now I want you guys to try once
more for another minute..Now you and your partner will try but this time you will count both mistakes and
number of words read. Ready go. Now partners tell the reader how many words were incorrect and how far
they got. Lets try it again. Now it is your partners turn. Finally I want you guys to write in this log the
number of words read and mistakes, and I want you to place the date in each entry. Lets practice filling this
out.

INDEPENDENT PRACTICE: (students on their own or with a partner)

Students will have an opportunity to do both reading and rereading and timed reading during their
independent reading time which happens every morning. I will be around to answer any questions students
may have on incorrect words or how far partners read. I will have students log their fluency words per minute
and mistakes.
3. READING ENGAGEMENT: What engagement principle(s) are you choosing for this lesson?
___X_____choice, ____X_____collaboration, ________building concepts, ________relevance/real world
interaction ________challenge

Briefly describe HOW you will engage your students in this lesson.
I will engage my students in this lesson by having them involved. My students will be following along as I
read counting my mistakes and how far I get. They will also be actively participating during guided practice
when they read.
Choice: My students will have the option to read the text or poem they decide to during independent practice.
Collaboration: Students will work in partners when competing timed readings.
4. DIFFERENTIATION. How will you simplify or provide challenge for students who need it?
Differentiation will occur in the type of text my students read. The poems book has different leveled poems
form 1-3. Students who need a challenge will read from poems that have a higher level. Students who are at a
lower level can read poems from level 1.
5. WRITING/ASSESSMENT TOOL: How will you know that your students understand your purpose?
What will students be doing to demonstrate their learning? (assessment tool).
I will know my students understand what to do by monitoring them when they are practicing during guided
practice and once they are on their own. I will be walking around to see if partners are making mistakes and
following along during the timed reading. I will be able to see the improvement by seeing their reading log
with their words read and mistakes during that fluency timing.

6. REFLECTION: Based on this lesson, what is your very next step of instruction?
A strength of this lesson is that my students were able to learn a few things that they can do to improve their
fluency. Fluency work is something that all of my third graders can use. What also went well was that they
were engaged because I had them doing something during my guided practice. They were very excited to be
able to work with a partner and time their reading.
If I could improve something from my lesson would be to provide non examples of what reading and
rereading looks like. Or provide non examples or what not to do during fluency timing. This is something that
I will have to include in my next mini lesson on fluency.
Future instruction: Next time I meet with my students at the start of independent reading I will go over some
procedures and non examples for both reading and rereading and fluency timings. I will also want to pull a
small group of those students who I feel need most help with fluency to complete a small group with. During
my small group I will read with my students completing an echo read. Then I will listen to each one as they
read. I want to model what it looks like to read fluently. I will also check on other students who are
completing fluency timings to make sure they are doing it accurately. As far as the next whole group lesson I
can also introduce reading stories and following along in our listening center as a fluency strategy.

ED PS 5350/6321 Lesson Plan Grading Rubric

NOTE: UndergradsYOU ONLY TURN IN THREE LESSONS. You choose WHICH three.
NOTE: Grad students: YOU will turn in ALL FOUR Lessons.
Please staple this rubric to the front of your typed lesson plan.
Remember to turn in lesson plans in a file folder that has your name on the tab.
Name: _________________________

Lesson #_______ Lesson Focus: _________________

I will be using the following Grading Rubric for your Lessons. Each Lesson will be worth a possible 15
points. If you do not earn 15 points, you may revise your lesson ONCE to meet the point requirement.
Revisions must be turned in on/before December 10th.
I. The student provides clear objectives that follow the SWBAT formula.
2.

The lessons objective is clearly stated in the appropriate SWBAT formula. State
Standards included.
1.
The lessons objective is purposeful and relevant, but not in the SWBAT formula or
standards not included.
0.
The lessons objective is not clear, not relevant, not complete, or missing entirely.
Standards not included.
II. The student appropriately reflects on the strengths and/or areas of refinement of the
lesson (or part of the lesson) and provides recommendations for where to go next (if
applicable).
2.
1.
0.

Student reflects on the lesson taught, students reactions, etc. Strengths and/or
area(s) that may need refining are correctly identified and realistic alternatives are
suggested.
Students reflection is minimal. Strengths and/or areas of refinement are not
clearly identified, and/or realistic alternatives are not identified well for trouble
spots.
Strengths and/or areas of refinement are not addressed.

III. The student appropriately demonstrates understanding of the relationship between

curriculum, EXPLICIT instruction, and assessment as evidenced by appropriately planned
strategies, engagement principles, and meaningful activities to accomplish the lessons
objective.
9.

5.

1.

Student clearly demonstrates knowledge of explicit, strategic instruction. Student

demonstrates how to select appropriate strategies, appropriate text, engagement
principles, and meaningful activities that accomplish the lessons objective.
Students assessment and reflection are documented as evidence.
Student lacks demonstration of understanding of ONE of the following: curriculum,
explicit strategic instruction, or assessment of the lesson by not appropriately
selecting one of the following: strategies, text, engagement principles, or
formative assessment.
Student fails to demonstrate understanding of curriculum, explicit strategic
instruction, or assessment of the lesson by not appropriately selecting more than
one of the following: strategies, text, engagement principles, and/or formative
assessment.

IV. The student clearly has a sense of where to go next in the lesson, regardless of execution.
2.

The student has a very clear sense of where to go next (tomorrow) in the lesson
based on what happened in the lesson that was taught. (Note: the lesson does not
have to go perfectly!!)
1.
The student has a general idea of where to go next, but this may or may not work.
0.
The student does not have a sense of where to go next in the lesson or does not
address this point.

Total: ____________/15 points