Teacher Candidate: ___Daija Norwood___ Student(s):___Student 1___

Session Date: ___March 28, 2019___ Grade Level:____4_____

E: essential question (What standards based question should your student(s) be able to answer following the lesson?)
A: activating strategy (How will you activate prior knowledge and hook the student’s interest?)
T: teaching (How will you teach / model / guide the student? Be specific and step-by-step.)
S: summarizing strategy (How will you wind up the lesson and help the student to summarize what was learned? Help your student walk
away with what you intended.)

E:
 Standard(s): The student should be able to read with appropriate expression, volume and
smoothness.
ELAGSE4RF4: Read with sufficient accuracy and fluency to support comprehension.
b. Read on-level prose and poetry orally with accuracy, appropriate
rate, and expression on successive readings.
 Objectives/Goals: After this lesson, the student will be able to read passages from Diary of a
Wimpy Kid with expression and volume at a level 3 and with a smoother pace at a level 4.
 Assessment(s):
Formative: The student will be assessed during the choral reading with a checklist.
Summative: Fluency rubric areas of smoothness, expression and volume.

A: I will ask the student if they have ever attended a soccer game or sporting event. Then the teacher
will ask what kind of sounds do they hear when they are there. Then, I will give the student a
whiteboard and marker to have them write down the kind of punctuation they would use to show some
of those sounds they hear. This will help activate prior knowledge about punctuation and how you
know what do with your voice when you come across those punctuations while reading. I will then
show my student words that such as “yay”, “no” and “why” with the appropriate punctuation following
them. Then, I would say those words with the correction expression and volume.

T: I will write three groups of sentences on the whiteboard which would include: “Welcome home!” and
“Wow! This is so amazing!”. Then, I will write the next group of sentences which would include: “How
do you know the correct answer?” and “Where will the party be?”. The final group of sentences will be
“The dog is brown and white.” and “My name is Ms. Norwood.” I will ask the student to identify the
differences in the sentences; he should answer that the punctuation is different, but if he cannot identify
that, then I will underline each punctuation. I will then discuss how the punctuation within a sentence
tells you the expression and volume you should have in your voice. After this, I will introduce the Diary
of a Wimpy Kid book.
I do: I will read a few pages from Diary of a Wimpy Kid with appropriate expression and volume along
with appropriate smoothness. While reading the pages, I will change the inflection in my voice between
character changes and based on punctuation. I will also stop and ask myself questions about whether or
not I am completing the requirements on the checklist.
We do: We will read the next few pages together until my student becomes more comfortable with
reading with an appropriate expression and volume and smoothness. As we read, we will score one
another on the checklist using the friendly version I created based off the fluency rubric.
You do: The student will read a few pages by themselves using appropriate expression and volume and
smoothness. While doing this, the student can stop and ask himself questions to make sure he is
completing the requirements. It is also a form of self-assessing. If the student is not meeting the fluency
criteria at the level I set, I will stop the student and try choral reading again before releasing him to read
by himself. Then, I will grade him on the fluency rubric once he attempts independent reading again.

S: I will review everything we discussed about punctuation and how it determines your expression and
volume. I will also review how to maintain smoothness while reading to have more of a conversational
sound while reading. Then, I will give my student a 3-2-1 to determine if he retained the information
about and expression and volume; then, we will review some places in his Running Record passage
where he could change the expression and volume.
3 things that changed in your reading in relation to your expression while reading.
2 things that indicate that change in your expression or volume.
1 thing you wish to have more practice with to improve your fluency.
LESSON REFLECTION:

Overall, I think my lesson was successful. The student was able to complete a 3-2-1 about fluency. He
was also engaged within the lesson because he actually likes Diary of a Wimpy Kid. I also think that
having the checklist for the student to use and stop and ask himself if he was completing each task was
helpful. I used the fluency rubric to transpose the checklist into student friendly verbiage. I also think
that the hook was a little more complicated than I thought it would be. It took the student longer than
expected to produce words that they would hear in a sporting event. It also was difficult for the student
to identify the punctuation difference. Also, I think that if I were to do this lesson again, I would try to
make it more interactive by doing a play. This would allow the students to get more involved and
actually take on the character. This would also allow for students to change the inflection in their voice
based on the character and punctuation they see. This also helped with smoothness, expression and
volume because it required the student to adhere to punctuation and change their voice depending on
the character that was talking. In conclusion, I would say that this lesson was successful, and the
student accomplished the objective. However, if I were to teach this lesson again, I would make a few
minor adjustments.

Checklist

_____ Did I read in a quiet voice?

_____ Did it sound like I was talking to my best friend?
_____ Did it sound natural?
_____ Did I pause when I saw a period or a comma?
_____ Did I self-correct if it did not sound right?