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EDT 448M: Literacy Strategy Lesson Plan

Directions: Make a Google copy of this lesson plan template before you begin writing your lesson! Save your
lesson plan as LSLP #__, Strategy ___, Your Last Name, First Name. (E.g., LSLP #2, WWP Word Sort,
Kleiman, Irene.) Complete the lesson plan using the prompts provided and review the rubric for the required
criteria. Include/attach all materials! For Key Assessments, you must include a technology element. Submit URL
for 2 completed lesson plans to Assignments by Wednesdays at 12:01am.
Notes: (Add any relevant information here)
Day & Date:

Tutor: Sarah Harrison


Grade: 2nd

Wednesday
March 1, 2016
Description of Learner(s):
Include reading levels,
assessment data, any
differentiations; add new data to
each lesson plan.

My student, Phoebe Kelly, attends Kramer Elementary. Phoebe is a 7 year old,


second grade student in Mary Johnsons class. Phoebe is described by her
teacher as the most outgoing child youll ever meet. From my own experience
with Phoebe, she enjoys talking and telling stories. Phoebe needs to be reminded
to stay on task often. I have found that Phoebe enjoys hands on activities
because it keeps her moving. In addition, Phoebe enjoys animals and funny
stories. She hopes to be able to read chapter books someday.
Phoebes Ongoing Assessment Data:
Bader Graded Word List: Level 2.5
Bader Graded Reading Passage: Instructional Level- 2.0
Bader Graded Reading Passage: Independent Level- 1.0
Words Their Way DSA: Early Within Word Pattern
Running Record Based on The Monster Returns by Peter McCarty:
Instructional Level-2.4

Strategy Title, Source of


Strategy (citation) & Brief
General Description of
Strategy: 2-3 sentences.

Strategy Title: Strategy 4.12: Fluency Phone for Feedback


Source of Strategy: Reading Strategies Book

CCSS Standard: Identify


strand, grade, number (e.g.,
RL1.3) & include entire standard
& any applicable subcategory.

Strand: Reading Foundations

Serravallo, J. (2015). Reading Strategies Book. Portsmouth, NH: Heinemann.


Description of Strategy:
The strategy, Fluency Phone for Feedback, provides an opportunity for students to
improve fluency and phrasing. While reading a text, students are encouraged to listen to
themselves while they read aloud. This helps students decide if they are reading the
sentence choppy (word by word) or smooth. The student can then use this information to
improve phrasing and fluency.

Grade: 2nd Grade


Number: RF2.4(C)
CCSS.ELA-LITERACY.RF.2.4
Read with sufficient accuracy and fluency to support comprehension.
(C) Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.

Student Learning Objective for


Literacy Strategy (central
focus): ABCD

Audience:
Who (the student)

Using the strategy Fluency Phone for Feedback, the student will be able to read
Princess and the Pony with sufficient accuracy, using context to self-correct word
recognition and rereading as necessary, to support comprehension with less than 5 total
errors in the second read aloud of the sentences.


Behavior:
What (the standard))

Condition:
How (strategy & text titles)

Degree:
Measurable outcome
(assessment)
(Should be 1 sentence with all 4
elements.)
Key Vocabulary: List
vocabulary from the text &/or
activity that is at the students
instructional & frustration level
(at least 4 words).

Warrior
Amulet
Pinecone
Champion
Flabbergasted

List of Instructional Materials,


Equipment & Technology: List
all of the texts, materials &
technology the teacher & students
will use during the lesson,
including titles, reading levels &
sources. (Cite creator of
materials. Where appropriate, use
"Lesson plan or activity adapted
from _____).

Instructional Materials:
Text: The Princess and the Pony by Kate Beaton [Reading Level: 2.1]
Phone to record reading of text through Voice Memos app on Apple Products
Pieces of paper to set up hopscotch with
Slips of paper that have sentences written on them [self created]

Independent Reading (at every


session): Text must be at the
students independent reading
level OR at his/her instructional
or frustration level if you are
reading it aloud.

Text(s) Title, Author & Reading Level(s):

Independent Reading Materials:


About a Bear by Holly Surplice [Level: 1.5]
Clifford Grows Up by Norman Bridwell [Level: 2.1]
Hamsters to the Rescue by Ellen Stoll Walsh [Level: 2.1]
Nate the Great and the Monster Mess by Majorie Sharmat [Level: 2.9]
Rainbow Fish by Marcus Pfister [Level: 3.3]
Me and My Animal Friends by Ralph Covert [Level: 3.6]
The Tiny King by Taro Miuro [Level: 4]

[The books below offer a range of reading levels because we will need
different reading levels depending on if Phoebe reads aloud/silently or if I
read aloud]
About a Bear by Holly Surplice [Level: 1.5]
Clifford Grows Up by Norman Bridwell [Level: 2.1]
Hamsters to the Rescue by Ellen Stoll Walsh [Level: 2.1]
Nate the Great and the Monster Mess by Majorie Sharmat [Level: 2.9]
Rainbow Fish by Marcus Pfister [Level: 3.3]
Me and My Animal Friends by Ralph Covert [Level: 3.6]
The Tiny King by Taro Miuro [Level: 4]
[Student will choose whether they want to read aloud, if they want me to read
to them, or if we both read silently. I will mark what the student chooses to
read and how on a printed copy of lesson plan.]

ILKleiman Spring 2016

___You read aloud ___Student reads aloud ___You both read silently
(Your book title: The Matchmaker by Elin Hilderbrand)

Opening: Elicit students prior


knowledge about concept &
strategy in multimodal ways (not
just questions--& no yes/no
questions).

T: Good morning, Phoebe! We have a fun day ahead of us. Today we are going to
continue what we did on Monday with robots and ice skaters. Please remind me, what is
the difference between how robots read and how ice skaters read?
S: Response [Robots read choppy and word by word. Ice skaters read smooth and read
the sentence in all one breath.]
T: Correct! When someone reads like a robot, they are reading the sentence word by
word, which makes it very choppy. When someone reads like an ice skater, they are
reading the whole sentence in one breath and are making it sound smooth.
T: Lets get up and moving to show the difference between ice skate reading and robot
reading. First we are going to pick a sentence from the pile. For robot reading, we are
going to do hopscotch. Every time you jump, you will say the next word in the sentence.
For the ice skating reading, we are going to act like we are actually ice skating by sliding
our feet on the ground. Because our feet will never leave the ground, we will say the
sentence in one breath and make it smooth.
T: Watch me do it first. I am going to pick a sentence from the pile. I picked I went to
the park. For hopscotch, every time I jump to a new spot, I will say the next word in the
sentence. Here I go:
[Jump: I, Jump: went, Jump: to, Jump: the, Jump: park]
T: Wow! That was really choppy like a robot because I took a lot of breaths in between
the words. Now I am going to try ice skating with the same sentence I went to the park.
[Teacher glides feet along without picking up feet. Teacher will say the sentence I
went to the park with fluency, smoothness, and no breaths]
T: When I was sliding my feet like an ice skater, I never took a breath while reading the
sentence.That made the sentence sound very smooth because I read all of the words
together..
T: Now it is your turn to do it. Pick a sentence from the pile. What does your sentence
say? Please read it to me.
S: Response [Ex: I do not like to eat apples]
T: Great, so first you are going to do hopscotch and say the sentence like a robot. Each
time you jump, say the next word in the sentence. The first time you jump, say I.
[Student does hopscotch and says a new word in the sentence for every jump]
T: Awesome! That sounded just like a robot! Now try reading your sentence like an ice
skater. Slide your feet along the floor and read the sentence smoothly and with one
breath.
[Student pretends to ice skate and reads sentence I do not like to eat apples in one

ILKleiman Spring 2016

breath, which is smooth]


T: Great job! Now that we both know how to do the activity, we are going to keep picking
sentences. Then we will do hopscotch like a robot and after pretend to ice skate while we
read the sentence. BUT, this time we are going to record ourselves while we do our
activity so we can hear the difference between robot reading and ice skate reading. All we
have to do is hold the phone while we do our activity. Ill go first and then well take
turns.
[Teacher picks a sentence, and then records self reading doing activity. Teacher will
use phone to record through Voice Memos app. Teacher will erase recordings
after lesson to protect privacy of student.]
T: Lets listen to the difference between the two activities in the recording. What
differences do you hear between the two ways I read the sentence?
S: Response
T: Youre right! Now its your turn to do it.
[Teacher and student take turns picking sentences, reading like a robot, and reading
like an ice skater.]
T: Awesome job! When we record ourselves, we can hear the difference in how we read.
Which type of reading, robot or ice skating, do you think is easier to understand?
S: Response [Ice Skater]
Teacher Modeling: Describe
how you alone will demonstrate
the entire strategy to the student,
including complete description of
strategy & examples (no
participation from student).

T: I agree, it is easier to understand what a sentence means when we are reading like an
ice skater. Because of this, we will be practicing how to improve from reading like a
robot to reading like an ice skater.
T: We are going to practice this strategy while reading the book Princess and the Pony
by Kate Beaton. This book is about Princess Pinecone, whom gets a pony, but the pony is
not quite what she expected it to be.
T: While we are reading Princess and the Pony, we are going to focus on one page at a
time. Every time we read the page, we are going to record ourselves. The first time we
record, it might sound like robot reading because we are trying to figure out what the
words are on the page. Each time we finish the page, we will listen to our recording to see
how we can improve and make our reading more like an ice skater. By the last time we
record the sentence, we should know all of the words, read it in one breath, and make it
smooth. Watch me do it for the first couple of pages!
T: Okay, I am going to start the recording and start reading.
[Most---war...warriors----, get----funny--- (i mean fantastic) ---birthday--- presents]
T: Okay, now I am going to listen to how I sounded while I read that sentence. Oh man,
that sounded a lot like a robot. I paused between the words and spent a lot of time
correcting myself and figuring out what the words were. That is okay though because
next time I will be better. I will try one more time. I am going to start the recording again.
[Teacher reads the sentence again, but smoother and with correct words.]
T: Okay, lets listen to the second recording. Wow! That sounded a lot better. I said all of
the words in the sentence right this time! It also sounded like ice skate reading because I

ILKleiman Spring 2016

said it all in one breath. I think I did my best. So I am going to move onto the next page.
[Teacher starts recording and reading sentence like a robot. Sh-Shields,
----Amulets,----helmets ---with ---horse (I mean horns)---- on---- them.]
T: Wow! That was a hard sentence. I am going to play the recording now. Wow, it was a
lot like robot reading because I kept correcting myself and pausing because I was unsure
of the words. I think that I can do better. I am going to try to read with one breath and
read like an ice skater. Here I go!
[Teacher starts recording. Reads sentence shields, amulets, helmets with horns on
them fluently and accurately.]
T: Okay! Now I am going to see how I improved on the recording.
T:Wow! That sounded a lot smoother. I think that was exactly like ice skating reading.
Guided Practice: During this
part of the lesson, describe how
you and the students practice
together, including examples. You
will assist the student, take turns
& participate in the strategy.

T: Now that Ive shown you how to read with the strategy, lets try the strategy together! I
am going to read the sentence and you are going to tell me how I can improve after we
listen to the recording.
[Teacher reads sentence Things---to--- win--- bats---battles--- with. Things--to-make--them---feel--like---champions.]
T: Okay, lets listen to how I read it. How can I improve my reading?
S: Response [You can make it smoother and read the word battles correctly]
T: Youre right. This time I am going to try to read more like an ice skater.
[Teacher reads the sentence Things to win battles with. Things to make them feel
like champions with accuracy and fluency.]
T: Okay. How did I do this time when reading?
S: Response
T: Great! Now its your turn to read. Remember to try to read smoothly, but it is okay if
you need to correct yourself because we dont always know the words the first time. After
youre finished I will give you suggestions for how to improve from robot reading to ice
skate reading.
[Student reads sentence Princess Pinecone got a lot of cozy sweaters]
T: Lets listen to the recording of your voice. Wow! You did a pretty good job. You knew
most of the words, but you did stumble on a few. Next time, try to read them correctly the
first time. In addition, try to be smoother when you read, so read more like an ice skater.
Please try again!
[Student reads the sentence Princess Pinecones got a lot of cozy sweaters again.
Teacher makes notes of any errors on the lesson plan.]
T: Awesome! Lets see how you improved this time. [Listen to recording]
T: I think that was much better. You read the correct words and very smooth. Do you want
to do it again or should we move on?

ILKleiman Spring 2016

S: Response
[Teacher either records again or they move on to next part of lesson.]
Independent Practice: Release
the student to demonstrate his/her
ability to complete the activity
alone. Include complete
directions that explain what
student must do to complete the
activity & meet the objective.

T: Wow! You did awesome and I think you are ready to do the strategy by yourself. I will
help you record, but you are responsible for reading the page, listening to the recording,
and deciding what improvements you need to make for the next time. Remember, our
goal is to read like an ice skater- smooth with the correct words. Hearing yourself reading
on the recording will help you do that. Overall, when we read like an ice skater it helps us
to better understand what is happening in the story. So at the end of the book, we will see
if you were able to better understand what happened in the book by having you answer a
few questions about the story.
T: Do you have any questions about what you are supposed to do? If not, please explain
to me what you are supposed to do so I can be sure you understand the directions.
S: Response [retells directions to teacher]
T: Exactly! Let me know when you are ready to start reading and I will record.
[Student reads the rest of the book using the strategy. The student can read the
page/sentence again for improvement. In the beginning reading of the sentence,
student may be choppy and have to self correct while decoding words. By the second
reading, student should read all of the words correctly and have appropriate
phrasing/fluency. If a student makes any mistakes in accuracy or fluency on the
second recording, teacher should record the mistakes on the lesson plan with a tally.
Student is able to make 5 mistakes or less on the final recordings in order to meet
the objective of the lesson.]

Closure/Assessment: Describe
how the student will demonstrate
his/her ability to meet the
objective, including how you will
measure & document this ability.

[Student reads the rest of the book using the strategy. The student can read the
page/sentence again for improvement. In the beginning reading of the sentence,
student may be choppy and have to self correct while decoding words. By the second
reading, student should read all of the words correctly and have appropriate
phrasing/fluency. If a student makes any mistakes in accuracy or fluency on the
second recording, teacher should record the mistakes on the lesson plan with a tally.
Student is able to make 5 mistakes or less on the final recordings in order to meet
the objective of the lesson.]
T: Wow! Good job. The more you practiced the strategy, the stronger reader you became.
You started to read like an ice skater on the first time you read the sentence instead of
waiting until the second time you read the sentence. You also did a good job of improving
your reading after listening to yourself read.
T: Now that you have finished reading the story, lets see if this strategy helped you
understand what was happening in the story. Please retell what happened in the
beginning, middle and end of the story for me.
S: Response [Retells the story]
T: Awesome! How was it easier to understand what was happening in the sentence and
story when you were reading like an ice skater?
S: Response [It was easier because I was reading smoothly and said all of the correct
words.]
[Closure Adapted from Sarah Harrison, LSLP#6]
T: Exactly. Reading the words correctly and smoothly can help us understand what is

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happening in the story. From now on, I would like us to always read like an ice skater. It
is okay if we have to read like a robot when we first see a sentence, but we should always
go back and reread the sentence like an ice skater.
T: For our fun reading time, do you want to read like an ice skater to me or do you want
me to read like an ice skater to you?
S: Response
T: Awesome! Which book should we read?
S: Response
[Tutor/Student engage in independent reading time based on the responses the
student gave.]

[Self created sentences for opening activity]

I went to the park.


I do not like apples.
The car is full.
My dog ate my work.
The cat ran outside.
The sky is blue.
The dog barked.
My name is Phoebe.
Reading is fun.
My teacher is nice.

ILKleiman Spring 2016