First Mini-Lesson

Reading Lesson Plan # 1 Rationale: My students are able to read and sound-out unknown words by syllabic analysis, but they do not chunk sentences by words or phrases, and would be difficult to be understood by a peer.  They need help with prosody, an element of fluency, so that they may understand how the syllables connect into words, which connect into meaningful sentences. Objective for this lesson (performance, condition, criteria): Student will be able to read their familiar book, En la ciudad, with prosody, in a small group setting. o    Performance: States what a learner is expected to be able to do to demonstrate learning o    Conditions: Describes the conditions under which a student is able to do or perform the task (when/where or during what activity will the student display the performance?) o    Criterion: Clarifies how well the student must perform the task in order for the performance to be acceptable Materials & supplies needed: -Taky el pinguino book -each student’s copy of En la ciudad book

Procedures and approximate time allocated for each event • Introduction to the lesson  (2 minutes) “Today we are going to work on reading.  I know that you guys are excellent readers, because when you come to a word you have never seen before, you can figure out how to sound it out!  Part of being a good reader, though, is reading with fluency, or reading like how you talk.  I am going to read a passage from this book, Taky, el pinguino, in two ways, and I want you to think about what makes each time I read it different.      • OUTLINE of key events during the lesson  (15 minutes)     I will then read a section of Taky, el pinguino without prosody, and give the students a moment to think.  Then I will read the section again with prosody.      I will ask the students to discuss what made these two different readings different and why.  If they cannot come up with ideas, I will scaffold their thinking with questions like:   “Which was easier to understand?”   “Which sounded like I was talking to you?”   “Could you take a test on the story after just the first reading?”   I will then transition into their experimentation with prosody, handing them their books, and saying, “Here is En la ciudad.  I know that you’ve read this book before, but this time, I want you to read it with fluency, like I did.  Remember, reading with fluency is reading with emotion, like you’re talking, and reading words.  I’m going to have you practice a few times on your own, and then we’re each going to read it aloud to the group! • Closing summary for the lesson (3 minutes) After each one of them have read, I will  recap on the importance of prosody, I will ask “Did reading like this feel different?  How?” “Why do you think it is important to learn how to read like this?” I will make sure to thank them for reading with me. Ongoing-Assessment: The students will be assessed after the next lesson, but I will informally assess them by evaluating their reading aloud when they have the opportunity to do so in class, to see if they are showing signs of increased prosody.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? While all of these students are confident, they are likely to ask me for help right away.  In order to encourage them to try it themselves, I will not ever read their book aloud for them.   I will also encourage them to behave, and to listen to each other while they are reading.  They usually do not need the help, but everyone needs to be reminded to pay respect to their classmates, especially when they are excited and impatient to read!