Sample+Lesson+Plan

__**Estimated number of days lesson will cover:**__ **1__** Reading with Fluency || ELA3R1: The student demonstrates the ability to read orally with speed, accuracy, and expression. || The students will read the passage at a natural talking speed and the students will emphasize and group correct words together.
 * Lesson Plan Template**
 * Name: Rebecca Jones __Grade Level: 3rd__**
 * Lesson Subject/Title:
 * Performance Standards:
 * Lesson Objectives (What students will know and/or do) :

Enduring Understanding: || Do people listen when you read? || Fluency Rate Grouping Intonation ||
 * Essential Questions:
 * Key Vocabulary:

I will ask students what it is like riding in the car with their grandma verses riding in the car with an older bother and sister that just got their licence. We will discuss how riding with their grandma is usually slower then riding with their sibling and how it usually takes a long time to get there. We will discuss how driving like a teenager will get them there to fast and how riding with their mom would get them there at just the right speed. I will then ask them how driving or riding in a car is like reading. I will be trying to see who has any prior knowledge with reading punctuation. ||  || -overhead -passage about spiders from literacy book || -listening to the answers the students come up with in the discussion || Demonstrate/Model (if appropriate) I will start by having them to highlight any punctuation they see in the passage. We will discuss that a period is like a stop sign and a comma is like a yield sign. I will then tell the students that we will be learning about reading with fluency. I will tell them that this is sort of like driving the car and that they rate at which we read should so as natural and as close to our speech as possible. I will tell them that we will be learning about three parts: Grouping words, Intonation, and Rate. 1. Next I will have students stand and read the passage aloud. The only instruction I will give them will be to read it together. After they read the passage I will instruct them to listen to me read the passage and focus on hearing words that I may group together. I will ask the students if they heard a difference in the way that I read it and in the way that they read it. I will read a sentence slow purposefully leaving breaks between words or phrases that should be read together and ask them does this sound correct. We will discuss some of the words that should be grouped together (i.e "run away"). The students are to highlight any words that they think should be read together and we will reread the second paragraph again practicing this. 2. Next we will discuss Intonation and what this means. I will explain to them that this is putting emphasis on certain words to make them more meaningful (i.e."Most people think that spiders are __horrible__ creatures" I would explain to them that reading the word this way makes them seem more horrible). The students will highlight words in the passage that should be read with emphasis.
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * || Introduction/hook/activation of prior knowledge
 * || Instructional activities

Guided Practice (if appropriate) 1.The students will tell me which words should be read together and the students will then reread the passage aloud and focus on grouping correct words together. 2. Students will help me find words needing emphasis and we will practice reading them in the passage along with grouping words and phrases.

Independent Practice (if appropriate) Students will break up into groups of two and read the passage to one another multiple times. The other student is to be the "police" and help the other student correct their spend and catch any words that should be read together. The students will help one another remember how to put emphasis on certain words. ||  || -overhead -passage about spiders

-passage || -listening (if the students are not focusing and responding well to all this being verbal I could print them their own copies and allow them to highlight and underline the different components along with me)

- walk around listening to their reading, assisting where they may still not be comprehending. I will also be making notes on who is struggling where in case I need to small some small groups and work more one-on-one. || I will stop the students and asked them what we learned today. I will ask them is it ok to read as if they were driving with their Grandma. I will ask them what is the correct read. We will discuss what grouping words is and I will point it out when I tell them to "go pack up" ||  ||   ||   ||
 * || Review and Closure