Week 8- Assignment #3

Candidate’s Name: Renee Bacchus

Grade Level: K-5

Title of the lesson:  Paired Reading to Increase Fluency

Length of the lesson: 45 minutes

Central focus: Increasing Reading Fluency

Depending on the grade, students have basic knowledge of the alphabetic principle. First graders and higher should be able to read independently.  Students in second grade are learning how to read silently, while older grades are reading at a faster reading pace. Classes are heterogeneous and are multicultural.

Common Core State Standards: CCSS RF.3 (Grades K-5)- Know and apply grade-level phonics and word analysis skills in decoding words. CCSS RF.4 (Grades 1-5)- Read with sufficient accuracy and fluency to support comprehension.

Vocabulary  Paired Reading, peers, cooperation, fluency, reading rate   Discourse         ● After assessing students' reading abilities, list the students in order from highest to lowest according to reading ability.        -Divide the list in half.        - Place the student in the top slot of the first list with the student in the top slot of the second list; continue until all students have been assigned a partner.        - Adjust partners as necessary, being sensitive of students with special needs.        - Allow some time for students to chat with their new partners; considering presenting them with some "getting to know you" questions to ask and answer with each other.        - Choose any book or text (fiction or nonfiction), where students will take turns reading by sentence, paragraph, page or chapter.        -If the students will be reading individually (rather than at the same time), the reader from the first list should read first while the reader from the second list listens and follows along.        -The second reader should pick up where the first reader stops. If additional practice is needed, the second reader can reread what the first reader read.        -While reading, the partners can help each other with words or understanding, as needed.         - The readers can then change roles and follow the same procedure.        - Encourage pairs to ask each other about what was read and use illustrations (if applicable) as talking points, as well: "What was your page about? What was your favorite part?"        - Students may record their notes and feedback on a recording sheet.

Learning objective - Use paired reading to increase fluency and peer cooperation

Formal and informal assessment and (DRA) ●Assessments include running records, peer assessment checklists, conference notes, and fluency rubric

 

Instructional strategies and learning tasks  Read- aloud, re-reading, Choral and echo reading Accommodations and modifications: ELLs/struggling readers: Visual and technology

Instructional resources and materials  .Peer Checklist, various levels and genres of books, timer Use starfall.com (technology) website to reinforce the skills.

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?

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