Mini
Lesson #1
Your
Name: Katie Overfield Grade Level: Second Grade
Date
Lesson Was Taught: 4/20/12 Number of Students: 1
1.
Rationale
Fluency
is a necessary aspect of literacy and is one of the main components to having
successful comprehension. My focus
student struggles with reading unfamiliar words and stories in class and on their
own. In turn, their literacy
comprehension has been decreasing even further because they have continued to
struggle in their fluency. This lesson
will help to reach beyond sight words for their fluency and teach them how to
increase her fluency.
2.
List which reading
skill/strategy is the main focus of your lesson (select ONE area): Fluency
3.
Objective for this
lesson (performance, condition, criteria):
The
focus student will learn to and practice increasing their fluency through
reading The True Story of the Three
Little Pigs by Jon Scieszka several different ways.
4.
Materials & supplies
needed:
·
“The
True Story of the Three Little Pigs” by Jon Scieszka
·
Script
Version of story
5.
Outline of Lesson Plan:
Introduction
to the Lesson (3 minutes):
·
Teacher
will share that we are doing a mini-lesson on fluency!
·
Will
discuss that fluency consists of expression, accuracy, and pace with the
student.
·
Explain
that we are going to read the same story several different times to help
improve their fluency.
Outline of
Key Events (10 minutes):
· Student will whisper read the story
first. This will enable the student to
get acquainted with the material.
· Student will read the story aloud, while
teacher does a running record.
· Teacher will stress the importance of
expression and inflection in their reading by doing a Reader’s Theatre with the
student with the same text.
Closing
Summary for the Lesson (3 minutes):
· Discuss again the components of fluency
and explain to the student how well they used them.
· Give the student a few additional hints
to improve their fluency.
6.
Ongoing-Assessment
Will
continue to observe the student during their partner reading time to see if
they remember to use inflection in their reading.
7.
Based on what you know
about your focus students, what Academic, Social and/or Linguistic Support will
be needed during the lesson?
Support
that will need to be used is motivation tactics. My focus student gets very discouraged during
literacy lessons because of their struggles, so I will need to motivate them
throughout the entire mini lesson.
Reflection
What did you notice about your students’ participation and
learning in relation to your objectives?
My focus student was very engaged at the start of the lesson
because he was intrigued about the different Three Little Pigs story. As we continued, I noticed that although my
student seemed to be reading fluently, he made many errors while reading
without noticing. Therefore, we had to
stop and really focus on the words we were reading for accuracy, rather than
speed. Once we reached the Reader’s
Theatre part of the lesson, my focus student was more confident with the text,
and therefore focused more on all aspects of fluency instead of simply
speed.
What were the strengths and limitations of your lesson for
supporting your students’ learning?
I believe that a strength for my lesson was the use of the
Reader’s Theatre. This component of the
lesson allowed not only for the student to practice and improve their fluency,
but involving myself helped to show examples of how to incorporate all aspects
of fluency, including expression. I
believe a limitation of the lesson was that since we only used one story, the
student became slightly “over it” as he stated, and the material became
ineffective quick.
What did you notice about yourself as a teacher?
As a teacher, I realized that I myself need to work on
expression and inflection during reading because I had to repeat lines several
times to incorporate the correct use of expression to demonstrate.
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