Week 8 Fluency

Candidate’s Name: Michael Ambrogio           

Grade Level: 2

Title of the lesson: Chicka Chicka Boom Boom

Length of the lesson: 50 minutes

Central focus of the lesson This lesson focuses on tapping and building on the language skills that students have by participating in a collaborative activity. As supported by Vygotsky's language and learning theories, this lesson's focus is on social interaction that nudges students toward the zone of proximal development.

Knowledge of students to inform teaching Students should be familiar with terms such as shared reading, choral reading, and readers theater.

Common Core State Standards ·       CSS.ELA-LITERACY.RL.2.1 o   Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ·       CCSS.ELA-LITERACY.RL.2.4 o   Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. ·       CCSS.ELA-LITERACY.RL.2.6 o   Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. ·       CCSS.ELA-LITERACY.RL.2.10 o   By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ·       CCSS.ELA-LITERACY.RI.2.2 o   Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. ·       CCSS.ELA-LITERACY.RI.2.4 o   Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. ·       CCSS.ELA-LITERACY.RI.2.8 o   Describe how reasons support specific points the author makes in a text. ·       CCSS.ELA-LITERACY.RI.2.10 o   By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ·       CCSS.ELA-LITERACY.RF.2.4 o   Read with sufficient accuracy and fluency to support comprehension. ·       CCSS.ELA-LITERACY.RF.2.4.A o   Read grade-level text with purpose and understanding. ·       CCSS.ELA-LITERACY.RF.2.4.B o   Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. ·       CCSS.ELA-LITERACY.RF.2.4.C o   Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ·       CCSS.ELA-LITERACY.SL.2.1 o   Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. ·       CCSS.ELA-LITERACY.SL.2.1.C o   Ask for clarification and further explanation as needed about the topics and texts under discussion. ·       CCSS.ELA-LITERACY.SL.2.2 o   Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ·       CCSS.ELA-LITERACY.L.2.4 o   Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. ·       CCSS.ELA-LITERACY.L.2.4.A o   Use sentence-level context as a clue to the meaning of a word or phrase. ·       CCSS.ELA-LITERACY.L.2.5 o   Demonstrate understanding of word relationships and nuances in word meanings.

Learning objectives Students will identify characteristics of Chicka Chicka Boom Boom written by Bill Martin, Jr., including repetition, rhyme, and rhythm.  participate in a choral reading. participate in opportunities to improve reading fluency through repeated readings and performances of the texts.

Formal and informal assessment As the students are reading and participating in reading activities, I will look for the following indications of fluency: Reading accurately Reading at an appropriate pace Reading expressively Reading with good phrasing Reading with good comprehension Since the students will also be performing, I will provide them with questions for reflection and self-evaluation sheets so they are able to assess their own performance and participation. I will conduct a class discussion: I will encourage students to share what they learned from their performances. I will ask the students to discuss how the performance affected their reading—Did it make them better readers? How? I will a sk students if they think their practicing and performing the story helped them understand the story better—Could they tell someone the story in their own words? Did they learn any new vocabulary words? I will encourage the students to share what they learned about Bill Martin Jr. and his book.  I will review, discuss, and complete the chart of the characteristics of his book and post in the room.  I will ask students whether they would recommend his book to a friend and to explain their response.

Instructional procedure: Choose another one of Bill Martin, Jr.’s books for choral reading. While you can use any of Martin’s books, these books work especially well: Chicka Chicka 1·2·3 works best with three groups of students, as shown on the Chicka Chicka 1·2·3 Choral Reading Chart. Chicka Chicka Boom Boom can be read by two groups, which take turns reading the text then jointly read the chorus. For instance, the first group would read the first page of the text. The second group would read the second page. Both groups read the chorus together (“Chicka chicka boom boom! Will there be enough room?”)  I will read Chicka Chicka Boom Boom by Bill Martin, aloud to the class, modeling fluent and expressive reading.  I will use the book for shared reading until students are very familiar with the text. I will divide the students into groups to read assigned parts, with whole group reading of the chorus or repeated phrases.  Students will take turns reading the text then jointly read the chorus. The first group will read the first page of the text. The second group will read the second page. Both groups will read the chorus together “Chicka chicka boom boom! Will there be enough room?” I will allow ample practice time.  I will remind the students how important it is to read with the same phrasing and at the same rate of speed, so the words can be understood by the audience. I will video the practice sessions, so students can hear themselves and identify places where they need to work on phrasing or speed or enunciation to improve clarity.  I will allow opportunities for students to share their choral readings with an audience.  I will update our class chart by recording student observations about the repetition, rhythm, and rhyme of the books.

Instructional resources and materials used Chicka Chicka Boom Boom Book by Bill Martin, Jr. Writing materials and supplies  Classroom iPads for videotaping and audio recording

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? ●     What changes would you make to support better student learning of the central focus? ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.

 Dr. Hui-Yin Hsu Spring 2014

Week 6 Assignment 1

Mary is in the fourth quarter of the third-grade reading at a second grade instructional reading level while receiving ESL. She was reading a unfamiliar expository text at 95% accuracy and retelling ideas at 33%. Her level of comprehension was 63% therefore indicating that she was able to read the second-grade text, but may have an incomplete understanding of the selection.

            After assessment results and due to Mary’s reading level, I would give Mary the concept questions before she reads the passage as an anticipation guide. After she is finished with the reading and answering the questions, I would go through the questions with her and guide her in filling them in so she can better understand what she read. I would also choose a passage that had more pictures on it that would help Mary visually work through hard words and concepts.

            Mary is not too far behind so with the help from a reading teacher or in class one to one lessons, Mary should be able to catch up. Breaking the classroom into small groups more frequently and having Mary practice reading texts on more familiar topics can add to Mary’s comprehension of what she is reading. When she can relate more to the topic she is reading, concept questions and unfamiliar words can become comprehendible.  

            An effective everyday mini lesson I would try for Mary would be a small group reading circle of 3-4 students. Before reading, I would ask the students what they thought a passage would be about based off of its title. I would make sure Mary has an active role in this group and can also benefit from listening to her peers. They will answer pre-reading concept questions together. I would have each student read part of the passage while underlining important details based off of pre-reading questions. We will discuss together why these details are important. At the conclusion of the reading, students will be individually asked what they thought the passage was about. I think that the constant retelling of the story and the influence of her peers will help Mary better understand what she is reading and give her better ideas to use while she is reading when by herself.