BethCS3

Link to New Stage 3 =Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources. =Lesson 1 - Trip to the Local Library/Self Knowledge= 2. Read __Lolo at the Library__, by McQuinn. Show students my library card and talk with them about what it means to have your own library card! **(Hook)** 3. Students will know how to check out a book at their local library and where to find a text at their reading level. (**EQUIP)** Students will explore the various sections of the library in order to develop an understanding of its structure and its resources. (**EXPL/EXP)** 4. The teacher will ask the students to share their book choices with their group. He or she will ask students to discuss why they chose their particular book and whether or not it would make a good read aloud based on the criteria the librarian shared. They will have opportunities to reevaulate their choices before committing to a text and checking it out of the library. (**RRRR)** 5. Students will meet with the teacher informally at the library to read a section of their book choice to determine it fits their developmental reading level criteria. (**Evaluate)** 6. The lesson incorporates verbal (sharing of book choice), aural (hearing the library text read in a rythmic and expressive tone), social (walk to library with classmates/book discussion in group), solitary (choosing book), physical (walk to library with peers), and logical (thinking about whether or not a book is appropriate) learning styles. **(T)**. 7. Students will have a text with which to practice fluent reading at school and at home so that they may perform it in the Fluency Coffee House and in the Keynote presentation. Time frame: 1/75 minute class period. **(O).** || =Lesson 2 - Poetry Lesson/Interpretation=
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe (total minutes? over how many days?)
 * **Consider the-W.H.E.R.E.T.O. elements**. **(L)**. ||
 * 1. As a way to choose a developmentally appropriate picture book outside of our classroom library, students will walk with me from school to our local library. Students will explore the structure of the library while taking a tour. They will view a video clip of what the library has to offer its patrons (technology) and meet with the librarian so that she may introduce some quality read aloud texts that could be chosen to practice fluent reading. The librarian will read a story aloud and discuss what makes a good book for reading to an audience. Students will reflect on what books fit their reading level. They will begin to brainstorm potential opportunities to practice reading the text both at home and at school. **(WWW) MLR**: ELA A3. Elements of Reading: Comprehenison Strategies. Pre K-2 //- Students will set a purpose for reading.//

3. Review the fluency criteria as a whole group. Students buddy up and read poetry from their poetry notebooks with their partners. Students will scribe any new fluency indicators they discover as they listen to each other read. They will also begin to informally critique their own oral reading of the poems. (**EEE)** 4. Students will come together again as a group and explore the new ideas together. Add any new criteria to the list generated at the start of the lesson. Students create their own copy of the list using Microsoft Word (technology). Students illustrate indicators so that they become more memorable for informal daily oral reading assessment. (**RRR)** 5. Think about what fluency traits your partner used when reading from the poetry notebook. How might your buddy be more fluent? Can you relate your own reading of the poems to that of your partner? (**Evaluate)** 6. The lesson incorporates verbal (reading of poetry aloud), social (partner reading and evaluating), aural (hearing and performing poetry) and logical (thinking about and identifying fluency traits) learning styles into its implementation with whole group and buddy work. Students may also be encouraged to read aloud by themselves to incorporate the solitary learning style into the lesson. The lesson will be further modified to include the physical learning style by having students ac out the poems. **(T)** 7. Students will be able to identify fluent reading characteristics and begin to apply them to the oral reading of peers and themselves. They will keep a list of the class generated fluency indicators at their desks to help them informally self-evaluate during their literacy block. Time frame: 1/40 minute class period. (**O)** || =Lesson 3 - Whisper phones/Application= 2.Teacher builds a whisper phone without telling students what is being created. Put ehow.com directions on overhead. Brainstorm potential uses of the unnamed device. Model reading into the whisper phone. (**Hook)** 3. Students will explore PVC piping and will examine how it fits together to create a whisper phone. Using the directions, students will work in small groups to build their own phones. Upon completion, they will explore their phones. They will experience producing a product cooperatively and will use it to test their ability to read fluently. (**EEE)**. 4. Students will use their phones during an SSR block to test out their effectiveness. They will rehearse a passage of a text using the instrument and will refine their reading based on how it sounds in their own ears. They will also listen to a text read aloud through an interactive website in order to hear fluency modeled again (technology). ( **RRRR)** 5. Students will conference with a teacher during the SSR block to discuss how their reading sounded in the whisper phone. **(Evaluate)** 6. The lesson incorporates verbal (reading of text aloud through the PVC pipe), social (making the whisper phone in a small group) solitary (practicing reading independently during SSR) aural (reading in a fluent, rhythmic voice into the whisper phone), physical (manipulating the PVC piping to create the whisper phone), logical (following and making sense of the directions to make the whisper phone), and visual learning (reading the whisper phone directions) styles in its implementation. (**T).** 7. Students will have created an instrument with which to practice fluent reading independently at home and at school. Time frame: 1/45 minute class period. (**O)** || =Lesson 4 - Readers' Theatre Production/Empathy=
 * 1. Students will make sense of what fluent reading sounds like after hearing both labored and fluent reading modeled by the teacher. They will document a list of fluency criteria as a whole group with the teacher taking on the role of facilitator and scribe. (**WWW)** **MLR**: ELA - 1. Elements of Reading: Phonemic Awareness, Phonics and Fluency. Pre K-2 - //Students apply their knowledge of phonemic awareness, phonics, vocabulary and comprehension to read appropriate level texts accurately and fluently.// ||
 * 2. Show YouTube video (technology). //Let's Pretend That We Can Read Fluently//. //**(Hook)**// How would you describe Sasha's reading?
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will work together in groups to design and build a whisper phone using PVC piping to practice fluent reading independently at home and at school. They will apply their knowledge of what fluent reading sounds like by whisper reading into one end of the phone and listening to themselves with the end at their ear. (**WWW)** **MLR**: 2a. ELA-Listening. Pre K-2 - //Students follow multi-step oral and written directions.//

2. Students will listen to a readers' theatre production of a 5th grade script by a group of Title I students. Were you entertained? Did the group hold your attention? Did you understand the play? Did you connect with a specific character? **(Hook)** 3. Students will apply their knowledge of fluent reading as they practice their lines in the script. They will explore their character and will draw conclusions about his or her personality. What characteristics do you want to empathize with in order to make your character come to life? How can you experience the character's feelings so that you are believable in your representation? **(EEE)** 4. Students will rehearse their lines individually during SSR in a teacher/student reading conference, and in a small group with the other participants. They will revise and refine their interpretations based on student and teacher feedback.( **RRRR).** 5. Students will complete an interactive Readers' Theatre self-evaluation on-line (technology) after the performance. 6. The lesson incorporates visual (reading the readers' theatre script), aural (listening to the 5th grade perfomance of a fluent play), verbal (responding to the 5th grade readers' theatre in a group setting), logical (responding to teacher's prompts with opinions about the performance), social (preparing for the performance with the group and performing it in front of a live audience) and solitary (practicing lines of script independently) learning styles in its implementation. Modifications will be made in order to incorporate the physical learning style.**(T).** 7. Students will be able to perform a readers' theatre script in front of peers after practicing fluent reading so that they accurately portray their character's personality and voice. Time frame: 5/20 minute class periods. **(O)** || =Lesson 5 - storylineonline.net/Perspective=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)**ML ||
 * 1. Students will consider the importance of reading fluently when performing a readers' theatre script in order for the audience to make meaning of the text. They will be open to the mood of their character and assume his or her personaility when pretending to be him or her. **(WWW) MLR:** ELA 4c. Reading Comprehension of a Literary Text. Pre K-2. //Students determine what characters are like by what they say and do and by how the author portrays them.//

2. I will play a clip of a familiar story being read by someone the kids recognize and respect **(Hook).** Why do you think even famous people take the time to read aloud to children? Why is it important that your parents read aloud to you at night? Why do your teachers have read alouds every day after lunch? 3. Students will further understand what fluent reading sounds life and will connect the importance of reading to a famous face. They will explore the website and choose a reading to share with their group so that others are exposed to another resource. They will experience first hand the appeal of reading for an audience using a fluent voice. (**EEE)** 4. Students will rethink the fluency indicators that have been established by the group in a prior lesson. They will compare and contrast their new their ideas with what was initially written on their fluency indicator sheets. Finally, students will add any new learning to their own individual lists to use as resources during the reading block. (**RRRR).** 5. Students will analyze the famous reader's ability to read fluently using an interactive fluency evaluation (technology). 6. The lesson will incorporate visual (watching the reading video), aural (hearing a text performed as a read aloud), verbal (explaining the fluency indicators to the group), logical (analyzing the read aloud), social (sharing their new learning with their group), solitary (practicing fluent reading during the rest of the reading block). Modifications will be made to incorporate the physical learning style into the lesson. (**T).** 7. Students will be able to analyze the online read aloud. They will have an opportunity to enjoy a text read by famous voices. (**O).** Time frame: 1/30 minute learning period. . || =Lesson 6 - Fluency Coffee House /Explanation=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will make use of the storylineonline.net website in order to further their understanding of how fluent readers sound. They will listen to and watch a famous person read a narrative or informational text on line to experience the idea that all types of people believe reading aloud to children is important. Students will experience the read alouds first hand using the technology (technology). (**WWW)** **MLR**: ELA A3. Elements of Reading: Comprehension Strategies. Pre K-2 //- Students will set a purpose for reading.//

2. Show Youtube video of a Jonas Brother' song being performed in a coffee house. //McQueenkid5's Channel//. (technology) What did you notice about the setting of the coffee house? What was the audience's role during the performance? What was the artist's purpose in performing the song? 3. Students will know what it feels like to perform in front of an audience of their peers and teacher. They will explore the idea of a specific type of performance setting. They will experience the role of a performer as they read their texts (**EEE).** 4. Students will analyze their ideas of what a performance feels like for the artist. They will revise their reading so that it becomes incredibly fluent for the performance. They will have opportunities to rehearse in front of a small group before hitting the coffee house stage. The artists will provide informal peer feedback after the rehearsal. (**RRRR)** 5. Students will analyze their performance on a fluency self-evaluation form. (**E)** 6. The lesson will incorporate visual (reading a text and watching other's reading performances), aural (listening to and recording rhythmic, expressive stories), verbal (providing oral feedback to peers during the rehearsal), physical (constructing the coffee house venue within a classroom), logical (reflecting on and analyzing one's own performance), social (sharing in the opportunity to be a member of an audience), solitary (critiqueing one's own performance on the fluency evaluation). (**T)** 7. Students will be able to perform a read aloud in a fluent voice in front of an audience in a 'real life' type of setting. **(O)** Time frame: 1/60 minute learning period ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will perform a fluent reading of their picture book which was taken out of the public library at the beginning of the unit. The setting will be a fluency coffee house, where students will sit in bean bag chairs, sip hot chocolate and read their stories to the audience. They will experience performing a piece of practiced reading in a more formal setting. (**WWW) MLR:** 2b. Speaking Pre K-2 - //Students will make oral presentations that adjust tone and gestured to suit the context//**.**

2004 ASCD and Grant Wiggins and Jay McTighe