Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Mackenzie Sims

Grade Level: 5th Grade

Lesson Goal(s) / Standards:

5.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level
text with purpose and understanding. b. Read grade-level texts in a variety of genres orally with
accuracy, appropriate rate, and prosody (stress, phrasing, intonation, and expression) on
consecutive readings. c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.

Lesson Objectives:
1) After practice, students will read an unmarked grade level passage to their teacher,
achieving at least a Level 3 on the Prosody Assessment Scale

Student Friendly “I can” Statement/s:

I can read a grade level passage with prosody

Materials Needed:
Text Passage: Boxing is a kind of fighting sport. Two players wearing gloves punch at
each other, and try to avoid getting hit for round after round!

Boxing has been a popular sport in Latin America for a very long time. The sport is
especially popular in Mexico and has been since the 19th century. For a long time,
matches were usually between thieves and sailors trying to make extra money. They
would wrap their hands in napkins instead of gloves! Partly because of this history,
boxing was a disrespected sport for a very long time.

Then, in 1921, Mexico set up rules for its boxing matches. This helped the sport become
more respected by people living in the country. Miguel Ángel Febles was the first
professional boxer there. He set up matches all across the country.
 Boxing became more and more popular in Mexico. The country won its first Olympic
medal in boxing in 1932. This win launched Mexico’s Golden Age of boxing. In the late
1980’s, Julio César Chávez became a star and brought more attention to the sport. Many
Latin American people have won championships since then. World Boxing News
released a list of Top 10 boxers of 2018, and four of them were Latino!

Loom https://www.loom.com/share/8aa3eb6c38bb4e4bb7b6eba1c2ce26a0
Jamboard-
https://jamboard.google.com/d/1KvkidmKOatYr_5OUOkNohMOFDpBCRaNFMAf5JJu
Qh9c/viewer?f=1
https://www.readworks.org/article/Sports-in-Latin-America/baeef5c1-0b0f-4ae4-a6c7-c2927a48
3fe4#!articleTab:content/contentSection:a39efd42-d1aa-40b2-91e8-d52291a7bd0b/

● Text Passage with Phrase Cues:

Boxing is a kind of fighting sport.// Two players/ wearing gloves/punch at each other,//
and try to avoid /getting hit /for round after round!//

Boxing has been/ a popular sport/ in Latin America for a very long time.// The sport is/
especially popular /in Mexico/ and has been since the 19th century.//For a long time,/
matches were usually between thieves /and sailors trying to make extra money./ They
would wrap their hands/ in napkins instead of gloves! //Partly /because of this history,//
boxing was a disrespected sport/ for a very long time.//

Then,/ in 1921, /Mexico set up rules /for its boxing matches.// This helped the sport/
become more respected /by people living in the country.//Miguel Ángel Febles /was the
first professional boxer there. //He set up matches /all across the country.//

boxing became more/ and more popular/ in Mexico. //The country won its first Olympic
medal/ in boxing in 1932//. This win /launched Mexico’s Golden Age /of boxing. //In the
late 1980’s, //Julio César Chávez /became a star/ and brought more attention /to the
sport.// Many Latin American people/ have won championships /since then.// World
Boxing News/ released a list/ of Top 10 boxers of 2018, //and four of them /were Latino!

● Assessment: Prosody Rating Scale

● Lexiles: The articles in this set range from 650L to 990L

Contextual Factors/ Learner Characteristics:

5th Grade
Reading at 850 to 950 Lexile
Need support with reading prosody

https://www.readworks.org/article/Sports-in-Latin-America/baeef5c1-0b0f-4ae4-a6c7-c2927a48
3fe4#!contentSection:a39efd42-d1aa-40b2-91e8-d52291a7bd0b/

The Lesson
● Introduction (include time allotment)
○ getting attention: Hocus pocus everybody focus
○ creating a need to know: Now readers today I want to teach you about how
important it is to chunk text as we read so that we can comprehend and read with
fluency.
○ relating to past experience and/or knowledge: as we read texts we have to have
prosody or we will begin to chunk text wrong and it makes it hard to comprehend.
For example if I read Boxing// is a// kind of fighting// sport. It really makes it
hard to fully comprehend. when we read it as. Boxing is a/ kind of fighting
sport.when written like this we can comprehend the text a lot easier and sound
more fluent as we read.
○ sharing objective, in general terms (I can): I can read a grade level passage with
prosody
Content Delivery (include time allotment & instructional methodologies)
Day 1 - Model Reading Marked Text t
● Time:5
● Instructional Methodologies:
● I do it: today I want to work on showing you guys how to read a text that is pre chunked
to help us be able to say I can read a grade level passage with prosody. So the text I
picked out is about a very popular latin american sport, not something we really see many
people do at a young age especially! The article is called sports in Latin America. So as I
read I am going to show you guys how to read an article that is chunked to practice
prosody. I will be using these marks and when there is a single one it is a quick pause
and two lines is a longer one like the ends of sentences.
Boxing is a kind of fighting sport.// Two players/ wearing gloves/punch at each other,//
and try to avoid /getting hit /for round after round!//

Boxing has been/ a popular sport/ in Latin America for a very long time.// The sport is/
especially popular /in Mexico/ and has been since the 19th century.//For a long time,/
matches were usually between thieves /and sailors trying to make extra money./ They
 would wrap their hands/ in napkins instead of gloves! //Partly /because of this history,//
boxing was a disrespected sport/ for a very long time.//

Then,/ in 1921, /Mexico set up rules /for its boxing matches.// This helped the sport/
become more respected /by people living in the country.//Miguel Ángel Febles /was the
first professional boxer there. //He set up matches /all across the country.//

boxing became more/ and more popular/ in Mexico. //The country won its first Olympic
medal/ in boxing in 1932//. This win /launched Mexico’s Golden Age /of boxing. //In the
late 1980’s, //Julio César Chávez /became a star/ and brought more attention /to the
sport.// Many Latin American people/ have won championships /since then.// World
Boxing News/ released a list/ of Top 10 boxers of 2018, //and four of them /were Latino!

●
● We do it: Now we will read Sports in latin america with it all chunked out for us together
out loud. We want to be able to say we can read with prosody by the end of this. The
slashes will help you see where the phrases are and when to pause.
Closure (include time allotment) great job matching your reading with the cues.
Day 2 - Model and Practice with Marked Text
● Time: 10 mins
● Instructional Methodologies:
● I do it: Again we will be reading “Sports in Latin America” ( I will read) Now class did
my pauses match the phrase cues?( allow for them to answer) Thats right my phase cue
reading sounded like speaking.
● We do it: now students I want us to read the passage all together. The slashes will still be
there for you to see where phrases are and pauses should happen. Ready begin.( after
reading I will point out a specific part that was well done)
Now we are gonna read it another time allowed with out me. Did your reading match the
phrase cues? Did you make sure to read with expression? What part do you feel you did
the most well at?
● You do it, I Watch: Now you will look to your partner next to you and read the passage to
each other. This time you will take turns reading it paragraph by paragraph. Meaning
partner A will read just the first paragraph then partner B will give feedback if the
reading did not match the cues I added in the passage. Then it will flip and partner B will
repeat the first paragraph and partner A will give feedback. Keep going until both
partners have fully read the passage.
● Closure include time allotment)
○ Re-draw attention to I Can statement: Now that we have practiced I want to
remember our I can statement of I can read at grade level with prosody.
Day 3- Practice with Marked Text
● Time: 10 mins
● Instructional Methodologies:
● We do it: Now we will all read “sports in Latin America” together. The slashes will help
you see where the phrases are and when to pause. Ready to begin. Awesome job! What
did you notice about your reading? What made it sound good?
● You do it: Now you guys will read the passage again. You can choose to read it by
individually recording yourself or by reading to a partner. I will walk around and help as
you guys read.
● Closure (include time allotment)
○ Re-draw attention to I Can statement: You guys are doing a great job practicing
to be able to say I can read at grade level with prosody. Keep working on reading
this again for the next ten minutes.
Day 4 - Practice with Unmarked Text
● Time:10 mins
● Instructional Methodologies:
● We do it: I will pass out a copy of “sports in Latin America” to you guys but this time we
will practice reading an unmarked version all together aloud. Pay close attention to the
phrasing. Now I want you guys to read aloud on your own with the unmarked passage.
Ready begin. What parts do you feel you had a hard time with? What parts felt like they
went well?
● You do it: Now you guys will read the passage again. You can choose to read it by
individually recording yourself or by reading to a partner. I will walk around and help as
you guys read like yesterday.
● Closure (include time allotment)
○ Re-draw attention to the I Can statement: We will do this for the next ten
minutes and remember that our I can statement is to be able to say I can read at
grade level with prosody.

Day 5 - Assess Phrase-Cued Reading

● Time: 1 hour
● Instructional Methodologies: Independent Reading Time with 1 on 1 Teacher/Student
Assessment
● I do it:
○ Tell students they will be doing an assessment related to reading prosody. Show
students the Prosody Assessment Scale. Explain to them that as they read you
 will be listening to how they stress words, read in phrases, pause appropriately,
pay attention to end marks and other punctuation, and use expression. Model
reading 1 paragraph of the passage they have been working on with prosody. Let
them know you will give them feedback and next steps after they read to you.
○ Remind students that while each of them is being assessed, the remainder of the
students will be reading independent.
○ Post the expectations for reading independently.
■ Read the entire time.
■ Do not interrupt the assessment process
■ Write in your reading journal for the last 5 minutes only.
● You do it, I Watch:
○ Meeting individually, listen to each student reading aloud on an unmarked
passage. Rate each student using the Prosody Assessment Rating Scale.
● Closure (include time allotment)
○ Re-draw attention to I Can statement: I will go from student to student so wait
your turn and remember that our I can statement is to be able to say I can read at
grade level with prosody.
○
● Assessments Used
○ Prosody Assessment Rating Scale
● Differentiated Instruction
○ After assessment teacher will make a decision about the level of support students
will need in reading with prosody.

Level 1 or 2 Continue phrase-cued instruction with another passage with similar

types of sentence structure in a small group with similar needs

Level 3 Continue phrase-cued text instruction with more passages with more
difficult and varied sentence structure in small group with similar
needs

Level 4 Discontinue phrase-cued text instruction; continue to provide

reminders and feedback on students phrasing

● Resources
○ Core Reading Sourcebook