Model Lesson: Fluency And Comprehension

1 Differentiated Instruction: Administrator Checklist

Phonemic Awareness Phonics/Word Fluency Comprehension Vocabulary Recognition o Words presented o Words presented o Books or passages o Strategy selected is o Items selected orally or on picture in isolation on to practice phonics appropriate for the book from the cards cards elements or passage reading o Books or passages that provide challenging practice

o The teacher manages smooth transitions from large to small groups Integrated o All children in the classroom are engaged in meaningful activities o The teachers uses appropriate data to form and reform groups o The teacher makes connections to grade-level instruction

o There are two and only two major areas of instructional focus Explicit o Instructional talk is clear and brief o The teacher names the focus skill or strategy o The teacher models the focus skill or strategy

o Group size facilitates attention and practice Scaffolded o The teacher provides extended guided practice, with every student responding o The teacher corrects errors 2 o The teacher has a plan for a series of lessons for the group Systematic o The teacher has a plan for progress monitoring 3 Model Lesson #1: Fluency and Comprehension

Syllable Patterns (3 minutes) This lesson is for children with relatively good decoding skills, but who lack fluency. Let’s warm up with some review of vowel team syllables. Remember that you The lesson begins know everything you need to know to read long words. When you see a new with some limited work on word word, look for the vowel patterns, decode each syllable, and then blend and recognition, but the check. I’m going to give you a list of words. Each word has one syllable with a focus is on multi- vowel team and one that is closed. Draw a line where you think the syllables syllabic words. are, and then read the word. When you’re done, we’ll do them together.

explain explain explain explain mislead mislead mislead mislead canteen canteen canteen canteen increase increase increase increase sustain sustain sustain sustain brightness brightness brightness brightness roadblock roadblock roadblock roadblock tighten tighten tighten tighten contain contain contain contain boneless boneless boneless boneless

Choral/Partner/Echo Reading (8 minutes)

Our new book is called Owl Moon by Jane Yolen. Let’s read it chorally first. Then I’ll ask you to get into partner position and reread it. Finally, I’d like you to whisper read it until time is called. Think about improving your expression each time you read. 4

After Reading Inference Question (4 minutes)

Describe the feelings of the girl at the end of the story. Why did she feel that way? 5 Model Lesson #2: Fluency and Comprehension

Echo Reading/Partner/Whisper Read (11 minutes)

This lesson is for a slightly stronger group in terms of Our new book is called Cam Jansen and the Mystery of the word recognition. It is not Gold Coins by David Adler. We are going to work with the necessary for the teacher first chapter today. Let’s echo-read it first. Then I’ll ask to spend a portion of the small-group time reviewing you to get into partner position and reread it. Finally, I’d word recognition skills. like you to whisper read it until time is called. Think about improving your expression each time you read.

After Reading Summary Question (4 minutes)

What are the most important details so far? What were the main events in this chapter? How did the chapter end? 6 Model Lesson #3: Fluency and Comprehension

This lesson is for a Choral Reading/Partner/Whisper Read (11 minutes) slightly more advanced group. These children do Our new book is called You’re Aboard Spaceship Earth by Patricia not need the heavy support of echo Lauber. We are going to work with the first half of the book reading and so the today. Let’s choral-read it first. Then I’ll ask you to get into teacher begins with partner position and reread it. Finally, I’d like you to whisper choral reading. read it until time is called. Think about improving your expression each time you read.

What is the most important information so far? Give me a summary of the most important parts of the section on the water cycle. 7 Fluency and Comprehension o The teacher manages smooth transitions Children should be seated so that they from large to small groups do not need to move for partner work. Integrated o All children in the classroom are engaged in This includes ORF, phonics and sight meaningful activities word inventories o The teachers uses appropriate data to form and reform groups The teacher should remind students of how they applied the comprehension o The teacher makes connections to grade- strategies to a recent core selection. level instruction For the weakest group, this will include how o There are two and only two areas of to decode long words. For all three groups, Explicit the teacher should mention oral expression instructional focus and the specific comprehension strategies o The teacher names the focus skill or strategy on which the lesson will focus. o The teacher models the focus skill or strategy Choral reading provides fluency modeling. Think-alouds and prompts are useful in o Group size facilitates attention and practice comprehension. Scaffolded o The teacher provides extended guided practice, with every student responding Choral and echo reading are for fluency practice, but teacher must monitor. o The teacher corrects errors o The teacher has a plan for a series of Systematic lessons for the group The lesson plans systematically rotate selections while the skills remain the o The teacher has a plan for progress same. monitoring