CEP Lesson Plan Form

Teacher: Kass Baker Date: 3.9.20

School: O’dea Elementary (Gage Cambell) Grade Level: 2nd grade Content Area: Reading

Title: Introducing a New Book (Re-Read for Fluency)

Lesson Idea/Topic and This lesson is focused on introducing fluency strategies, directly practicing
Rational/Relevance: these strategies, and reading both a familiar book to continue practice.

Student Profile: Gage was very successful in meeting the comprehension standards that
were foundational to last week’s lessons. It is clear that Gage’s reading is
interrupted when he pauses to sound out words. Although this is a good
decoding strategy, it is important to move that strategy inward (sounding
out the word in his mind rather than out loud). This week’s lessons are
focused on practicing fluency strategies.

Content Standard(s) addressed by this lesson: Second Grade, Standard 2. Reading for All Purposes. Apply knowledge of complex spelling patterns
(orthography) and word meanings (morphology) to decode words with accuracy. Know and apply grade-level phonics and word analysis
skills in decoding words. (CCSS: RF.2.3) Read multisyllabic words accurately and fluently.

Understandings: Gage was very successful in utilizing comprehension strategies while reading a new book. Many times throughout the book Gage would sound
out words (specifically two syllable words) and it would interrupt his reading (and subsequently his comprehension). By re-reading the same book, Gage can
focus his attention and energy on reading the same book fluently. This re-read will allow space for Gage to practice these words.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

Evidence Outcomes: Read multisyllabic words accurately and fluently.

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Every student will be able to: Read a familiar book and focus on using fluency strategies.

I can: Read “The Space Zoo” fluently.

This means: Reading multisyllabic words fluently (not sounding out syllables).

List of Assessments:

1. Fluency Assessment
 Running record (focused on recording the words that impede on fluency)
o Is there a pattern to the words that make him pause?
2. Comprehension Recall
 Recall Comprehension Question
3. Word Work

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Planned Lesson Activities

Name and Purpose of Lesson Fluency in a Familiar Read

Co-Teaching Which model(s) will be used? One teach/One observe

Will co-teaching models be utilized in this lesson?
Yes Why did you choose this model(s) and what are the teachers’ roles?
Kass: Teach
Abby: Observe

Approx. Time and Materials 20-25 mins

Anticipatory Set The strategy I intend to use is:

Hook Statement: So on Friday we read through “The Space Zoo” and we were focusing
our attention on understanding the story line as we followed Space Boy and Space
Monster through the zoo. So today we are going to read this book again, but we are
going to focus on sounding out words in our head (rather than out loud). I know you and
Mrs.Butler have been working on some strategies to make your reading fluent!
I am using this strategy here because:
I am using this strategy (and specifically stating what we are going to work on) so that
Gage sees that there is a point to re-reading the book from last week.
Procedures The strategy I intend to use is: Re-Reading a Familiar Book + Fluency Strategies
I am using this strategy here because: I am using this in order to reading a book Gage
knows so that we can focus specially on fluency.

Teacher Actions Student Actions Data Collected

1. Book Review (1-2 mins)
Recall Comprehension: If
you had to explain to your
friend what this book was
about, what would you say?
2. Word Work (3-5 mins)
introduction: ‘’today we are
going to work on sounding
out these big words in our
3. Read (with strategy)
(15-20 mins)
(If Gage sounds word out
loud, have him “read this
sentence again with a
running start this time!”)
 Word Solving Strategies
(if needed)
 Try breaking that
1. Fluency Assessment
 Running record
(focused on
recording the words
that impede on
fluency)
2. Comprehension Recall
 Recall

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CEP Lesson Plan Form

heads, but before we read word apart. Comprehension

the book, let so a little  How can you figure Question
practice” (flashcards have 4 out that word? 3. Word Work
different words that Gage  Try sounding that out
struggled with last read in your head, and
through) then putting it
teacher and student go together.
through each flashcard and  Try re-reading that
practice sounding out word part all together.
in head (1. Student tries (fluency)
reading word 2. Sound out *while student is reading,
loud 3.sound out in head) teacher is doing running
3. Invite to Read record specifically focusing
“Now we are going to try on the words that are being
using this strategy when we sounded out (list the words
are reading. So when you that are sounded out loud
come up on a word that and record where the
you aren’t sure of, try sounds are broken apart)
sounding it out in your head
first. “
“After you know what the
word says, try starting the
sentence over with a
running start.”
4. Running Record: Teacher
does a running record while
student is reading
Closure The strategy I intend to use is: Thank you for doing that with me Gage! I know it may not
feel as exciting reading a book that we have already read together, but I already see that
you are reading more fluently! Lets look at those flashcard words one more time!
I am using this strategy here because: I want to encourage Gage that you can read the
same book multiple times and just switch your focus on what you are learning/working
on. I also want to revisit the words that we practiced with before so that I can assess if
multisyllabic words are something our Word Works should be focused on?

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Differentiation Content Process Product Environment

Modifications:

Extensions:

Assessment
1. Fluency Assessment
 Running record (focused on recording the words that impede on fluency)
2. Comprehension Recall
 Recall Comprehension Question
3. Word Work

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CEP Lesson Plan Form

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