Lesson Plan

Name Kira Hudson Date March 5, 2010

Book Title Bridge to Terabithia

Author Kathrine Paterson Illustrator Donna Diamond

Why did you choose this book?

I chose this book because it has literary merit and it is appropriate for the grade level that I am currently doing my field experience for which is 4^th grade.

Utah State Standard:

Standard 5 (Fluency): Students develop reading fluency to read aloud grade level text effortlessly without hesitation.

Objective (s):

Objective 1: Read aloud grade level text with appropriate speed and accuracy.

a. Read grade level text at a rate of approximately 120-150 wpm.

Materials:

1. Short sections of the book to practice with
2. Timer
3. Reading Charts (Timed)
4. Purple and Green Pencils
5. Tape recorder.

Background for Teachers:

Teachers should be aware of fluency including speed, intonation and accuracy. Also, knowing how to use the reading chart.

Using this strategy helps to motivate students through partner feedback and timed assessments. To adapt this program have students’ practice independent reading with an audiotape or practice with partners who can give feedback and encouragement.

Intended Learning Outcomes: (same as objectives)

Read grade level text at a rate of approximately 120-150 wpm.

Instructional Procedures:

Allow students to choose an easy passage between 150-200 words so that it cannot be memorized.

Teachers must:

1. Read a passage out loud, explain to the kids that that is what a good reader sounds like.

2. Ask them about the speed, expression and accuracy of the reading.

3. Model incorrect reading (ie reading to fast or slow or with no expression)

4. Tell them that they get to work on becoming fluent readers.

Reading 1:

1. Let students read the passage and time them for one minute

2. Once timer goes off have students draw a line after the last word they read and underline any words they don’t know.

3. Students may then count the number of words read correctly and use the green pencil to color the reading chart to that number.

4. Talk with the student about the words they don’t know and help them to understand why they were confusing.

5. Set a higher reading goal with the student.

Reading Practice:

1. Students should read the passage at least two more times

2. Put the students into pairs and take turns having the partner listen and rate how the other improves.

3. Switch off between partners

Second and Third Timed Readings (To be done after family involvement at home)

1. Read the passage again in class after practicing at home.

2. Have the students record the change on their chart in a purple pencil.

3. If necessary help students to set a new goal.

4. Encourage students to finish the passage before the minute is up.

Family Connections: (take home activity)

Practice the reading with children at home before second and third readings in class.

Assessment Plan: (how do you plan to assess whether or not students gained the skill/concept?)

Use the reading chart and marked passage to assess progress.

Bibliography:

Adapted from “Teaching Reading Source Book” written by Honig, Diamond and Gutlohn Further adapted by Karen Bosone, Julie Lee and Michelle Roderick

http://www.uen.org/Lessonplan/preview.cgi?LPid=3820