Objectives for Fluency
SOL 3.4
Organizing Topic: Fluency
Excerpts
Grade Three Reading (Curriculum Framework)
3.4 The student will use strategies to read a variety of fiction and nonfiction materials.
a) Preview and use text formats.
b) Set a purpose for reading.
c) Apply meaning clues, language structure, and phonetic strategies.
d) Use context to clarify meaning of unfamiliar words.
e) Read fiction and nonfiction fluently and accurately.
f) Reread and self-correct when necessary.
(3.4 e & 3.4 f; excluded from test).
Strategies: SOL 3.4 & Related SOL
Organizing Topic: Fluency (ESS)
• Buddy Reading:1.8, 2.7, 3.4
• Choral Reading:1.8, 2.7, 3.4
• Echo Reading:1.8, 2.7, 3.4
• Paired Reading:1.8, 2.7, 3.4
• Radio Reading:1.8, 2.7, 3.4
• Readers’ Theater:1.8, 2.7, 3.4
• Timed Repeated Reading:1.8, 2.7, 3.4, 4.3, 5.4
(See page 105 of Enhanced Scope and Sequence.)
READING Lesson Plan Excerpt
Readers’ Theater (ESS)
• Objective(s); 3.4
• The student will use text clues to read accurately and fluently with expression.
• Materials needed
• Copies of a Readers’ Theater script based on a familiar story, e.g., fairy tale, traditional tale, myth
• Chart paper
• Marker
• Lesson procedure
• 1. Engage students in a discussion regarding how watching a movie or play is different from listening to a story being read.
• 2. Introduce Readers’ Theater by saying that it is a little like listening to a story being read and a little like watching a movie. List on chart paper key characteristics of Readers’ Theater:
• The script is read.
5
Instructional Team Planning Guide/Template
Date:
SOL Area Team Members Departmentalized
( ) English ______{ } Yes
( ) Math ______{ } No
( ) Science ______
( ) Social Studies ______, Team Leader Class Time/Duration______
SOL#:______
Pacing Guidelines: ______
OBSERVATIONS:
*Curriculum Framework Blueprints Pertinent Data Collected (i.e., Pre Test &/or Post Test Data):
*Enhanced Scope & Sequence Guide/ Which alphabets of the SOL Students identified as Prerequisite, Target, or Enhanced Level
Related SOL (prerequisite to & are excluded from SOL test? ** for this SOL
beyond) the SOL to be taught (Implications **This does not
mean they should not be taught.)
At what level of BLOOM’S COGNITIVE TAXONOMY is the SOL tested? What are the verbs cited in the Essential Skills/Knowledge?
[ ] KNOWLEDGE: [ ] COMPREHENSION: [ ] APPLICATION:
List, define, identify, describe… Explain, summarize, interpret, discuss… Apply, demonstrate, solve, interpret…
[ ] ANALYSIS: [ ] SYNTHESIS: [ ] EVALUATION:
Analyze, order, compare, infer… Create, hypothesize, invent, compose… Justify, rank, critique, grade…
MATERIALS: See sample lesson plans, for example, in Enhanced Scope & Sequence Guide WHERE LOCATED?
SOL Objectives should be Specific, Measurable, Achievable, Realistic, and Time specific (SMART).
The learner will be able to (1) ______
(2)______
(3)______
(4)______
Prior Knowledge to be Activated: (See sample lesson plans from Enhanced Scope and Sequence Guide, for examples).
______
PROCEDURE: Specify steps BEFORE, DURING, and AT END of lesson.
BEFORE: (How will you set the stage, activate prior knowledge, and hook Prerequisite, Target, and/or Enhanced Learners? Which modes of instruction – Independent, Computer Based, Student Directed, and Teacher Directed -- will be used for specific work time activities? How will homework be differentiated for students performing at the Prerequisite, Target, or Enhanced Level?)
______
______
______
______
DURING: (What strategies will you use in instructional delivery/whole class instruction? Are Learning Plan Grid activities designed to include the level of Bloom’s Taxonomy where the SOL is tested?) Does work time include activities also for DIVERSE LEARNING STYLES—[]verbal/linguistic []mathematical/logical []visual/spatial []musical/rhythmic []bodily/kinesthetic []interpersonal []intrapersonal-activities with []MANIPULATIVES and activities which involve []small groups []the whole group []pairs []cooperative learning groups []the individual learner
______
______
______
______
END: (How will you bring closure to the lesson, assess learning? How will you engage the students in self-assessment? Self-reflection on learning?)
SOL Format included in some assessments? { } Yes { } No, Which ones?
Assessments include:
[ ] Logs/journals [ ]Paper/pencil assessments [ ]Rubrics [ ]Demonstrations/Projects [ ]Role Playing/Simulations
[ ] Other______
REFLECTIONS (after lesson taught):
Which strategies were effective? How do we know? What percentage of Prerequisite, Target, or Enhanced Learners would need to demonstrate success in order for us to be effective?
______
______
What could we have done better for Prerequisite, Target, or Enhanced Learners? What can we do to improve the Learning Plan Grid?
______
Was there a particular group of learners who demonstrated more success than others? What were the variables in [ ] instructional delivery/direct instruction [ ] work time activities for Prerequisite, Target, and Enhanced Learners? ______
______
What might we do differently next time in [ ] instructional delivery/direct instruction? [ ] work time?
______
What did the learners say were the strengths of [ ] instructional delivery/direct instruction? [ ] work time?
______
What did the learners say were areas that could be done differently?
______
How might we engage students in metacognitive thinking – by modeling? : “I would ask myself where did I make my first mistake?” “What steps did I follow to get # 2 correct?” “How could I have improved my response?” “Next time, I would use the 4-square method if….”
______
DISTRIBUTION: [ ] Teacher [ ] Principal
Jane J. Baskerville & PASS Coaches (2004); CII Upgrade (10/13/09)
Question: Had this document been in use by all grade levels, would such documents from second grade and fourth grade (for example) have been useful to the Grade 3 Instructional Team (for example)? Those team members would be designing the Learning Plan Grid for students performing at least a grade level below third grade (Prerequisite) and a grade level above (Enhanced).