PodcastLessonPlan

DemographicInformation:

Teacher:KatieBrewerGradeLevel:3rd#ofStudents:28
Content:ReadingLesson:OralReadingFluency
Length:90min.Readingblock(atleast1min.perstudent)

LessonAlignmenttoUnit

A. Whichspecificunitobjective(s)ortarget(s)areaddressedbythislesson?
Studentswillbeableto

readapieceofwriting/textfluently

assessreadingfluencyandtrackgrowththroughoutyear

B. Connecttheobjectivestothestatecurriculardocuments,i.e.,ProgramofStudies,
KentuckyCoreContent,and/orKentuckyCoreAcademicStandards.
CCSSELA
CCSS.ELALiteracy.RL.3.10
Bytheendoftheyear,readandcomprehendliterature,includingstories,dramas,
andpoetry,atthehighendofthegrades23textcomplexitybandindependently
andproficiently.

CCSS.ELALiteracy.SL.3.5
Createengagingaudiorecordingsofstoriesorpoemsthatdemonstratefluid
readingatanunderstandablepace;addvisualdisplayswhenappropriateto
emphasizeorenhancecertainfactsordetails.

ISTEStandards
1a.Applyexistingknowledgetogeneratenewideas,products,orprocesses
1b.Createoriginalworksasameansofpersonalorgroupexpression

ILAStandards
2.2Candidatesuseappropriateandvariedinstructionalapproaches,including
thosethatdevelopwordrecognition,languagecomprehension,strategic
knowledge,andreadingwritingconnections.
4.2Candidatesusealiteracycurriculumandengageininstructionalpracticesthat
positivelyimpactstudentsknowledge,beliefs,andengagementwiththefeatures
ofdiversity.

KTS6
6.1Usesavailabletechnologytodesignandplaninstruction.
6.2Usesavailabletechnologytoimplementinstructionthatfacilitatesstudent
learning.

C. Describe students prior knowledge or focus of the previous learning.

Students prior knowledge includes practicing how to read fluently out loud.

Instruction and Assessment Plan

Materials:
Oral Reading Passage (on grade-level)
Timer
Multidimensional Fluency Scale
Class set of iPads
Procedures:
1) In the fall, I will introduce the Multidimensional Fluency Scale to the students. I
will explicitly model each characteristic (expression and volume, phrasing,
smoothness, and pace). Students will then practice each with their turn-and-talk
partners.
2) Then I will share podcast examples of fluent reading to the class. I will share a
poor fluency example, average fluency example, and exceptional fluency
example. We will discuss as a class pros and cons after each and how we can
grow as fluent readers even if we start poorly at the beginning of the year.
3) I will model what will happen during our fluency meetings. The students will
have one-minute to read a grade-level text fluently, with expression and volume,
phrasing, smoothness, and pace. The students will create a podcast of their
reading (with my help) in order to hear their fluency. After listening to the
podcast, the teacher and student will decide which score to rate their fluency. We
will also discuss reading goals based on their Multidimensional Fluency Scale and
podcast.
4) In August, I will pull each of my students to complete this process.
5) In January, I will pull each student again. We will first listen to their previous
podcast and discuss the goals we set at the beginning of the year. Then, the
student will record a new podcast with a new reading passage. The teacher and
student will listen, rate based on the Multidimensional Fluency Scale, and set
goals.
6) We will complete this process again in May.
Assessment
Students will be assessed three times a year based on oral reading fluency and the
Multidimensional Fluency Scale. This assessment will be a combination of
student and teacher assessment.
Accommodations
No accommodations will be needed since the students will be reading a gradelevel text to the best of their ability in one-minute. The teacher will be present to
record and help with the podcast and assessment.
FLUENCY RUBRIC
Expression and

1
Reads in a quiet voice

2
Reads in a quiet voice.

3
Reads with volume and

Volume

as if to get words out.

The reading does not
sound natural like
talking to a friend.

Phrasing

Reads word-by-word
in a monotone voice.

Smoothness

Frequently hesitates
while reading, sounds
out words, and repeats
words or phrases. The
reader makes multiple
attempts to read the
same passage.
Reads slowly and
laboriously.

Pace

The reading sounds

natural in part of the
text, but the reader does
not always sound like
they are talking to a
friend.
Reads in two or three
word phrases, not
adhering to
punctuation, stress and
intonation.
Reads with extended
pauses or hesitations.
The reader has many
rough spots.

Reads moderately
slowly.

expression. However,
sometimes the reader slips
into expressionless
reading and does not
sound like they are talking
to a friend.
Reads with a mixture of
run-ons, mid sentence
pauses for breath, and
some choppiness. There
is reasonable stress and
intonation.
Reads with occasional
breaks in rhythm. The
reader has difficulty with
specific words and/or
sentence structures.

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Reads fast and slow

throughout reading.

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Scores of 12 or more suggest well developed fluency.

Score _________________
Scores of 10-11 suggest developing fluency, while scores < 9 suggesting struggling
fluency.

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