Week 8 Word Identification Instruction: Fluency Summarizing the Results of QRI-4

Candidate’s Name: Heather Cuccia

Grade Level: ^1st Grade

Title of the lesson: Readers Theater the Three Little Pigs (Working on Fluency)

Length of the lesson: 1.5 hour

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: ●     what do you want your students to learn? Students will learn how to read aloud and be able to perform a reading with expression, this will enhance their reading skills and build their confidence for being able to read with purpose and be fluent in reading. ●     what are the important understandings and core concepts you want students to develop within the learning segment? They will work on fluency skills with this lesson and be able develop reading with expression and purpose.

Theory Base:   Focus on the educational theories that are the foundation for this lesson. ·         Gardner’s Theory on Multiple Intelligences. ·         The educational and literacy-based strategies used: (Visual Learners/Hands on activity enhancing fluency skills)

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     What do students know, what can they do, what are they learning to do? Students are learning how to read and add to their vocabulary. They are learning to enhance their fluency skills and be able to read with purpose and use expression to show emotion while reading. They can read out loud and they know that reading is the key for every other subject. ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Students have all different types of backgrounds, but they respect each other in the classroom and overall do work well together.  I as the teacher understand my student’s diverse needs and with every lesson take that into account before working with them.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-LITERACY.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. CCSS.ELA-LITERACY.RL.1.6 Identify who is telling the story at various points in a text. CCSS.ELA-LITERACY.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS.ELA-LITERACY.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Support literacy development through language (academic language) ●     Identify one language function (interpret- the students can become the part they are playing in the readers theater because they can read fluently) ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. (Read aloud with expression) ●     Describe language demands (Oral) students need to understand and/or use. Students will put on a play from the Three Little Pigs and be able to use expression while reading which will help them develop their fluency skills. Vocabulary ●     General academic terms: Interpret & Express. ●     Content specific vocabulary (Three Little Pigs, bricks, straw, sticks, home, blow) Sentence Level ●     Sentence structure- Grade level appropriate ●     Conversation, discussion, interpretation

Learning objectives 1.    Students will be able to read aloud with fluency. 2.    Students will be able to read with expression.  3.    Students will be able to read with a purpose.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Formal Assessment: Students will write 3 sentences based on which pig’s house they felt was their favorite and why. (Checking for comprehension) Informal Assessment: I will grade the students based on the Readers Theater productions for the Three Little Pigs.  Based on the student’s techniques and if the role they played flowed properly. Also checking to see how well the character discussions went back and forth if any delays or uncertainty, such as stumbling on words. ●     Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. IEPS, ELLS, struggling readers – This will help these students with fluency and comprehension and allowing for them to learn self-expression while reading because they will have to practice this lesson by rereading the script repeatedly to help them memorize their part and to help them get familiar with their role.   Gifted Students-  This gives these students a chance to enhance the production by helping with any extra background props or other things they may want to add into the production if time allows. The gifted students will also be broken up so that they can help the other students who struggle with fluency. (A type of buddy system for support in my classroom)

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: Do Now: Students will be handed a script from the Three little pigs and I will go over exactly what we will be doing I will first ask if anyone heard the story the three little pigs and we will have a general conversation about that. Then I will personally read the entire script a loud to the entire class using expression. Asking students after I read it, if they noticed anything different with my tone of voice. I will then begin to explain how using different tones help express how one may be feeling. Next: We will be doing a reader’s theater production which we will be videotaping for others to see. It will be based on the Three little pigs and each one of you will be able to take part in the production, this is from the script that is at the student’s desk already. Next: Students will be broken up into groups based on reading level’s and each one will have one gifted reader in their group and go over the script together. I will give them some time to do so. The student’s will be able to cast their roles that each group chooses. So, whoever wants to be the wolf, the pig1 pig 2 and so on can do so. After: Each of the groups will have a chance to perform in front of me and the camera and I will assess their work: I will grade the students based on the Readers Theater productions itself for each group as well as grade them on checking for comprehension. This grading will be based on techniques and if the role they played flowed properly as well as how well the character discussions/expressions went back and forth if any delays were present. I will also note to see how well each reader has done as an individual and check for the level of fluency improvement if any. Include modifications for students with IEPs, ELLs, struggling readers, and/or gifted students. IEPS, ELLS, struggling readers – The Readers Theater script will be grade level appropriate for them to read very basic sentence structure and it will allow for rereading for them to be able to master the task and gain further positive production with fluency. Gifted Students-  They will be broken up into 1 per each group as a buddy system to help with engaging in fluency and helping their peers. Also, they will help the production with making any extra background props or other things they may want to add into the production if time allows.

Instructional resources and materials used to engage students in learning. Script: https://www.teacherspayteachers.com/Product/Readers-Theater-Script-of-The-Three-Little-Pigs-1st-Grade-211028 https://www.teacherspayteachers.com/Product/Readers-Theater-Script-of-The-Three-Little-Pigs-1st-Grade-211028 Video Camera for production purpose to make this authentic.

Reflection: ●     Did your instruction support learning for the whole class and the students who need great support or challenge? YES ●     What changes would you make to support better student learning of the central focus? Have students break in groups and make their own Readers Theater Script and then do a production from their own script. ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. This will just enhance their learning skills as well as keep them engaged and learning how to be fluent readers and respond to others in a working group manner professionally.