- Title: The Little Red Hen
- Author: Joseph Jacobs
- Topic: Reading Fluency
- Grade Level: 2nd
- Common Core Standard(s): CCSS.ELA-LITERACY.RF.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
- Lesson Objective: After learning about fluency, be able to define what it means to read fluently and recognize a fluent reader when they hear one.
- Lesson Materials: Dry erase board and markers, chart paper, Sharpies, projector, computer, Fluent Reader Checklist, Partner Reading Checklist, Pencils,The Little Red Hen, Assessment page
Instructional Lesson Methods and Assessment
Anticipatory Set
With the students at their desks, the teacher will write the words “Fluent Reader” on the dry erase board. She will tell them to read the word out loud as she reads it to them. The teacher will tell them to think about what they believe it means for a moment and then she will choose a few students to share their thoughts with the class. The teacher will give the students approximately thirty seconds to think about it and will choose three or four students to share what they think “Fluent Readers” means. If a student gets it right, the teacher can build her explanation off their answer, if not then she can explain what the word “fluent” means and then explain how it relates to reading. “Being a fluent reader means you are able to read at a good pace without pausing to sound out words, and reading with expression, and comprehending what you are reading.” (The teacher may need to explain these words if the students ask or seem like they do not understand.)
The teacher will explain that being a fluent reader allows you to learn information from text, and the more fluent you are, the easier it is to learn and the more you can learn, and that will help you for the rest of your life.
| Recognition “What”Multiple means of Representation | Strategic “How”Multiple means of Action and Expression | Affective “Why”Multiple means of Engagement |
2. 1 Define vocabulary and symbols
Teacher and students will work together to define what
it means to be a fluent reader. | 6.2 Support planning and strategy development Allow children time to stop and think before answering. |
8.1 Heighten salience of goals and objectives.
Teacher emphasizes the importance
of the goal, which is to learn the characteristics and importance of
fluent readers.
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Introduce and Model New Knowledge
The teacher will move to the “As a Fluent Reader…” anchor chart (Completed example shown above; title and boxes will already be drawn). Teacher will go over the characteristics of a fluent reader in depth, asking for student feedback for examples. Teacher will ask questions as they fill out the chart, prompting students as needed.
Once the chart has been completed, the teacher will write a short sentence on the board. (Example: My dog buried his bone in the yard.) She will demonstrate to the students how to read the sentences with and without fluency. First she will read the sentence as:
“My d-og bu-r-i-ed hi-s bo-ne in th-e y-a-rd.”
She will then ask the students to give her a thumbs up if they think she read the sentence with fluency, then ask to give a thumbs up if they think she read without fluency. She will ask a few students if they think she was reading with fluency or not and ask why. Then the teacher will read the sentence with fluency:
“My dog buried his bone in the yard.”
She will again ask the students to give her a thumbs up if they think she read the sentence with fluency. She will then ask the students to use specific examples from the anchor chart to explain why she read with fluency. She will allow students a moment to think, then instruct them to raise their hand if they have an answer. She will then select a few children to express their thoughts.
The teacher will explain that to become a fluent reader, you must read text more than once. Reading stories multiple times allows you to become more familiar with the text, allowing for better comprehension.
Guided Practice
Once the chart has been completed, the teacher will write a short sentence on the board. (Example: My dog buried his bone in the yard.) She will demonstrate to the students how to read the sentences with and without fluency. First she will read the sentence as:
“My d-og bu-r-i-ed hi-s bo-ne in th-e y-a-rd.”
She will then ask the students to give her a thumbs up if they think she read the sentence with fluency, then ask to give a thumbs up if they think she read without fluency. She will ask a few students if they think she was reading with fluency or not and ask why. Then the teacher will read the sentence with fluency:
“My dog buried his bone in the yard.”
She will again ask the students to give her a thumbs up if they think she read the sentence with fluency. She will then ask the students to use specific examples from the anchor chart to explain why she read with fluency. She will allow students a moment to think, then instruct them to raise their hand if they have an answer. She will then select a few children to express their thoughts.
The teacher will explain that to become a fluent reader, you must read text more than once. Reading stories multiple times allows you to become more familiar with the text, allowing for better comprehension.
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 1.1 Customize the display of informationAn anchor chart will be made as a class; students with hearing impairments can read, and visual learners will have a visual to look at. Important information will be written in a different color for emphasis. | 4.1 Provide varied ways to respondStudents give a thumbs up to answer the teacher's questions. Students give verbal responses. 4.3 Integrate assistive technologiesTeacher will be wearing the classroommicrophone so she will be heard clearlyby all students | 8.2 Vary levels of challenge and supportStudents will be asked questions of varying difficulty. Students struggling to answer will be given guidance by teacher or fellowstudent |
The teacher will pass out a Fluent Reader Checklist to each of the students (example below). They will go over each criteria on the checklist and the teacher will check for understanding as she goes. She will instruct the students that they are about to watch a video and they are to check each box that applies to the reader in the video.
The students will watch the video of The Little Red Hen by Joseph Jacobs (shown above). A version of this story read in Spanish will be provided for the Spanish speaking students if necessary found Here. Once the video has finished, the teacher will ask the students to tell her a few things they checked off the list and determine as a class if she was a fluent reader or not.
The teacher will pass out copies of The Little Red Hen to each student. The teacher will remind the students that it is important to read passages more than once to become more fluent. She will allow students time to read through the book once, and instruct those who finish before the rest to start reading it again. Once everyone has read it at least once, the independent practice can begin.
The students will watch the video of The Little Red Hen by Joseph Jacobs (shown above). A version of this story read in Spanish will be provided for the Spanish speaking students if necessary found Here. Once the video has finished, the teacher will ask the students to tell her a few things they checked off the list and determine as a class if she was a fluent reader or not.
The teacher will pass out copies of The Little Red Hen to each student. The teacher will remind the students that it is important to read passages more than once to become more fluent. She will allow students time to read through the book once, and instruct those who finish before the rest to start reading it again. Once everyone has read it at least once, the independent practice can begin.
| Recognition “What”Multiple means of Representation | Strategic “How”Multiple means of Action and Expression | Affective “Why”Multiple means of Engagement |
| 1.3 Provide alternatives for visual informationThe video has the text on the video as it is read aloud 2.4 Promote cross-linguistic understandingA Spanish translation of the video is provided for Spanish-speaking students to increaseunderstanding | 5.3 Provide ways to scaffold practiceand performanceStudents will be provided a checklist similar to the one they will complete in the independent practice, allowing familiarization with the format and process. | 9.2 Scaffold coping skills and strategiesThe checklist provided will foster understanding of content and willprovide practice for next activity. Teacher will walk through checklist with them, allowing additional information as needed.. |
Independent Practice
The teacher will pass out the Partner Fluency Checklist (similar to the one filled out for the video). The students will be able to select their own partner and will be allowed to sit in various places around the room to allow for quietness. Before the class separates, the teacher will go over proper classroom procedures and rules for working with other students.
They will go over each point on the checklist and the teacher will give directions:
The students are to take turns reading the book aloud to one another, paying close attention to the pace, accuracy, expression, and paying attention to punctuation. They will check off each box as it applies to their reading partner. They will continue this until they have each read twice or until the teacher says time is up.
A five minute and one minute warning will be given to the class before time is up.
The teacher will be walking around observing and monitoring the students, making sure each child is on task.
| Recognition “What”Multiple means of Representation | Strategic “How”Multiple means of Action and Expression | Affective “Why”Multiple means of Engagement |
| 2.5 Illustrate key concepts non-linguistically The images on the Partner Fluency checklist provide an alternative way to think of and remember the various aspects of fluent reading. 3.4 Support memory and transferThe symbols provide for visuals to aidin remembering characteristics offluent reading. | 4.2 Provide varied ways to interact with materials Students have listened to the book being read with the video, now they are reading the book on their own. | 7.1 Increase individual choice and autonomy Students are allowed to choose their own partner for the independent practice activity. 7.3 Reduce threats and distractions As a class, the students and the teacher will go over proper classroom procedures for working with groups. Teacher will review what partner working should look like. Students will be allowed to spread out to eliminate distractions. 8.3 Foster collaboration and communication Students will work together to determine whether or not they are both reading fluently or not. |
Wrap-up
When the independent practice is completed, the students will gather back at their desks and discuss what happened. The teacher will ask questions such as:
Did you or your partner become more fluent after each time they read the story?
What areas did you and/or your partner improve on as reading progressed?
What do you think would happen if you read it even more?
The teacher will introduce the new Fluency Center that will allow the students to continue their learning and practice being a fluent reader.
Directions for Fluency Center:
- Read guided reading book aloud three times.
- Record yourself reading your book once.
- Listen to your recording and take notes on the Two Glows and a Grow sheet (provided below). [Two things done well, one thing that needs improvement]
- Upload your recording to WikiPage (Instructions will be provided)
- Next time you are at the center, focus on what you wrote down in the "grow" category.
| Recognition “What”Multiple means of Representation | Strategic “How”Multiple means of Action and Expression | Affective “Why”Multiple means of Engagement |
| 1.2 Provide alternatives for auditory informationStudents will be able to listen to themselves read their own guided reading books. | 5.1 Allow choices of media for communicationStudents will upload their audio recording to the Wikipage and will be allowed to write appropriate comments about their progress. 6.3 Facilitate managing information and resourcesThe recordings will be labeled and categorized by dateallowing for better management. 6.4 Enhance Capacity for monitoring progressStudents will upload their audio recordings to the Wikipage, which will allow the teacher, the students, and the parents to monitor their progress as the weekcontinues. | 8.4 Increase mastery-oriented feedbackStudents will use characteristic words in their "Two Glows One Grow" chart as well as if they provide feedback on their audio recordings. 9.3 Develop self-assessment and reflectionThe students will assess themselves based on their recording and reflect on it via "Two Glows One Grow" sheet and comments on audio link. |
Assessment
At the end of the week, after every student has interacted with the Fluent Reading Center at least twice, the students will take a test to determine what they have learned about fluent readers. The test will consist of defining what a fluent reader is, listing the characteristics, and a listening test in which the students are to determine whether or not the reader is reading fluently or not, and their reason why. Example provided below.
| Recognition “What”Multiple means of Representation | Strategic “How”Multiple means of Action and Expression | Affective “Why”Multiple means of Engagement |
| 3.2 Highlight critical features, big ideas, and relationshipsThis test pinpoints the important features and covers the big ideas that were discussed and practiced throughout the week. | 4.3 Integrate assistive technologiesStudents with hearing impairments may listen to the audio clips on the iPad using headphones | 7.3 Reduce threats and distractionsStudents will use folders to create their own private space while taking the assessment to lessen distractions and prevent cheating. |
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UDL Principle |
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Recognition Networks
“What”
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I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
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Strategic
Networks
“How”
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II. Multiple Means of Action and
Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
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Affective Networks
“Why”
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III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
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