Allen Govea CI 475 Small Group Lesson Plans Grade Level: 2 Number of Students: 5 Instructional Location: Guided Reading

Table in the classroom Materials: Three Billy Goats Gruff, Dolch sight words Standard(s) Addressed What Common Core standards will be addressed during the lesson? Craft and Structure: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Fluency: b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. What WIDA standards complement the core standards and will be utilized? No English Language Learners in this Group. Content Objectives They will be able to read with Fluency (paying close attention to characters of the story and how they might sound) Students will understand what fluency is Students will be able to read with expression Students will be able to improve their reading fluency with practice Language Objectives When answering questions, students should be speaking language such as fluency, expression, sound Students should also be using vocabulary words from the story. Students should be fluently reading when they come to specific characters in the story. Linguistic Backgrounds: All English. Days: 3 days

Title: Three Billy Goats Gruff Author: Alan Trussell-Cullen Publisher: Dominie Press, Inc. Date: 1999 Strategy Focus What strategies and skills will be the focus of the lesson(s)? Define the strategy. Main strategy will be Fluency: Fluency- smoothness or flow with which sounds, syllables, words and phrases are joined together when reading. Modeling will be done to show how Fluency sounds like Vocabulary What vocabulary words will the students need to know? -Dolch sight words list -Troll -Goat -Nasty -Gruff

Genre: Traditional Tale Text Structure: Regular Level: 18

Letters/Sounds/Prefixes/Suffixes Focus: Paying close attention to word sounds and emphasis on fluency

Assessment: Informal: Take notes of students reading throughout the book. Note student reading. If student is reading choppy make sure to take note of it. After the 3 day lesson, have a conversation individually with each child to talk about how they thought their fluency was.

Day 1 Before (Introduction): Welcome the students and say that for the next three days we meet we will be focusing on Fluency and how to become more Fluent readers when reading stories. Explain that Fluency is - smoothness or flow with which sounds, syllables, words and phrases are joined together when reading. Tell the students that in order to become fluent readers we must know what we are reading. Ask students to take out their Dolch Sight Words from their reading bag. Ask students to quietly go over their words by whispering it for 2 minutes. After they are done with their Dolch words, introduce the vocabulary for the new book Three Billy Goats Gruff. Discuss the vocabulary: Troll, nasty, gruff and goat for this story. (By doing this it will help with meaning and Fluency of the book). Ask the students if anyone knows what these words mean and ask for sharing of this knowledge. Let the students know that we will start reading Three Billy Goats Gruff in order to become more fluent readers. Go through a picture walk, and have the students make predictions on the characters based on what they see in the book. Tell students that when I start reading, to pay attention to how I read with expression and emotion and how I change my voice when it comes to different characters in the book. During: Read the title of the book and its author. During this time it will be important to model to the students what fluency looks like. Start reading the book in a robot voice. Stop and let students know that reading like a robot is not reading fluent. Tell students that we want to read smoothly. After you tell them that, start reading the book again making sure to read with expression and feeling when it comes to different characters of the book. The first time that the Troll says something, stop, and ask the students if they can tell you what they just heard you read. Ask the students to tell you what happened when I switched from the baby Goat to the Troll when I was talking. (Students should note that my voice changed when I was different characters.) Continue reading the story making sure to model Fluency so that the students could see how Fluency sounds. After:(Clarifying key concepts, extending ideas) After I am done reading, ask students to find in their own books the different vocabulary words that we went over for the book. Once students are done, ask the students what they noticed about Fluency when I was reading. Ask them if anyone wants to read a couple of pages from the book to see if they can show me how to model fluency. Let students know that the next time we meet we will be focusing

a bit more on reading to really get the idea of fluency.

Assessment: Assessment here will be done informally. I will keep track on those students who do volunteer to answer questions when I stop halfway through the story. Also, keeping track of the students who volunteer to read a bit at the end after I have read to them. Note if the students are the same ones or if they are different students. How might you extend the lesson? One way that I can extend this lesson is by having the students get right to reading with a partner: one person reads one page and the other student the other page. Discuss how you differentiated instruction for your learners? This group is the high reading level group at my placement. I do know that one of the students barely got moved to that level so I will ask him to sit directly next to me when I am reading. This will allow him to really hear me model the fluency with my voice and it will help him in the long run.

Day 2 Before: Start off the day by welcoming students with a smile. Tell students that today we will be reviewing our Dolch sight words a bit differently. Let students know that I will be showing them a word and that they have to say the word out loud. Do this for all the sight words and look at all the students when doing this. Ask the students if they know the importance of going over these words. Why will these words help us? Call on students and reflect on their answers. Ask students if anyone can tell you what troll nasty or goat mean as part of vocabulary review that we talked about the day before.

During: Talk to the students about Fluency and how it is important to read with expression. Read pages 4-6 and make sure to read fluently and with expression. Ask the students if they noticed how I read. Ask students if anyone wants to read those same pages making sure to follow what I did. Pick on the first student who raises their hand. Let students know that today the focus will be to read fluently with a partner. Tell students that they will be reading with a partner the book we read yesterday. Since there are 5 students, I will work with the student who has just joined the Reading group a couple of days ago (here is my differentiation and accommodations). Tell the students that one partner will read one page, and the other partner will read the next. Tell the students that they will have 10 minutes to read the story in partners. Halfway through, stop and ask students if they have been reading fluently paying attention to your voice expression and tone when reading. After: When ALL the student partners are done reading, ask students what they have learned so far about Fluency. Restate that fluency takes time and practice and that in order to become fluent readers one has to practice reading as much as possible. Tell them that its important to look at words and know what they mean and that we have been doing that the past 2 days. Tell the students that the next day we meet will be exciting as we explore in more detail how characters in the story can sound like.

Assessment: Assessment here will be done informally. Since I am working closely in this lesson with the lower student of the group I will be making sure to see that his fluency is increasing. I will compliment him on his reading when doing well. Other assessments that can be done with the whole group is that while the student that I am working with is reading, I will be making sure to keep an eye on the other 4 students to make sure they are attempting to read fluently and if their fluency is also increasing.

How might you extend the lesson? This lesson could be extended if more time was allotted. One way that this lesson could be extended is by having the students chorally read the book out loud. This would allow me to hear what side of the group is struggling.

Discuss how you differentiated instruction for your learners? One way that I differentiated my instruction was when I used a different teaching strategy for teaching. I told students to read the book with a partner and this allowed me to work with the student who joined the reading group a few days ago. This will allow me to work closely with him and see at what level his fluency is since he did just join this highest reading level group in my class.

Day 3 Before: Welcome students with a smile. Tell students that today we will be working on finding out how the different characters in the story might sound. Tell students that I will read a couple of pages from the book and they will have to tell me what they hear. During: Start reading the book and make sure to change my voice. This will serve as modeling for the students. For example when you get to the troll part, make sure your voice gets eerie and grumpy. When you get to the baby goat character, make your voice soft and worried. Students should notice the change of the character voices. Tell students that reading this serves as a form of expression because we are putting ourselves in the characters shoes. Have students practice together in groups for 3 minutes making sure their voices are changing depending on the characters. After those 3 minutes are done, tell students that we are going to be doing choral reading. Tell students that choral reading is when we all read the book at the same time aloud. Tell students that while we are reading, I will be looking for fluency and expression and how smooth we are with the words. Remind students to not read like robots because that is not fluent. Have the student who just joined the reading group a couple of days ago sit next to you while we do the choral reading. Start reading the book chorally. When reading, make sure to look up and look at students making sure they are all participating. When doing the choral reading, point at the words for the student who I am working with. This will help the student keep track of where we are at when doing the choral reading and if the student gets a bit lost he will know where to keep reading form because I am pointing at the word. Next, tell students that we will be doing Readers Theatre. This means that we will all be a character in the story and we will perform that as a group. Assign students different characters. The characters in the book are: Troll, Baby goat, middle goat, big goat, and the narrator. Tell students that I will be the narrator with another student because the book only has 4 characters. Give the students their roles and tell them they can look at their part of the story for a few minutes. Let the students know that if they have any questions on how they should be reading their part to ask me within these few minutes. Remind students that we are doing this in order to see how each character sounds and to see what we have learned during these last few days. After students have practiced for a few minutes, tell students that we will start the Readers Theatre.

Compliment students as they do a good job being fluent in their reading. Continue reading the story until the book ends. Make sure to give praise to students while reading. After: Praise everyone for doing a good job. Ask if anyone could tell you what we have learned about Fluency. Ask if Fluency in reading takes a small time or a long time? Remind students to keep practicing everyday when they are reading in order to keep building their vocabulary and their reading improves in general. Thank all the students. Assessment: Informal assessment will be done. When students are doing choral reading, I will be making sure to keep an eye on students making sure they are all participating. Later on in the day hold individual conferences with the students of the group. At the conferences, ask the child what they thought about their fluency, and you can also provide positive feedback and areas to continue working on. How might you extend the lesson? The lesson could be extended in many different ways. Different strategies of reading can come up while attempting to teach fluency so it will be important to keep an eye out for this.

Discuss how you differentiated instruction for your learners? I differentiated instruction for the student who joined the group a couple of days back. When we were doing choral reading, I made sure to point at the words that we were reading out loud to make sure that if he was off track he would easily be able to continue reading the story. Choral reading in general is a different type of teaching strategy that can help many people.