Objectives for Fluency

SOL 3.4
Organizing Topic: Fluency
Excerpts
Grade Three Reading (Curriculum Framework)
3.4
The student will use strategies to read a variety of fiction and nonfiction materials.
a) Preview and use text formats.
b) Set a purpose for reading.
c) Apply meaning clues, language structure, and phonetic strategies.
d) Use context to clarify meaning of unfamiliar words.
e) Read fiction and nonfiction fluently and accurately.
f) Reread and self-correct when necessary.
(3.4 e & 3.4 f; excluded from test).
Strategies: SOL 3.4 & Related SOL
Organizing Topic: Fluency (ESS)
Buddy Reading:1.8, 2.7, 3.4
Choral Reading:1.8, 2.7, 3.4
Echo Reading:1.8, 2.7, 3.4
Paired Reading:1.8, 2.7, 3.4
Radio Reading:1.8, 2.7, 3.4
Readers Theater:1.8, 2.7, 3.4
Timed Repeated Reading:1.8, 2.7, 3.4, 4.3, 5.4
(See page 105 of Enhanced Scope and Sequence.)
READING Lesson Plan Excerpt
Readers Theater (ESS)
Objective(s); 3.4
The student will use text clues to read accurately and fluently with expression.
Materials needed
Copies of a Readers Theater script based on a familiar story, e.g., fairy tale,
traditional tale, myth
Chart paper
Marker
Lesson procedure
1.
Engage students in a discussion regarding how watching a movie or play
is different from listening to a story being read.
2.
Introduce Readers Theater by saying that it is a little like listening to a
story being read and a little like watching a movie. List on chart paper key
characteristics of Readers Theater:
The script is read.

Instructional Team Planning Guide/Template

Date:
SOL Area
( ) English
( ) Math
( ) Science
( ) Social Studies

Team Members
____________
____________
____________
____________, Team Leader

Departmentalized
{ } Yes
{ } No
Class Time/Duration______________

SOL#:__________________________________
Pacing Guidelines:
___________________________________________________________________________________________________________
_
OBSERVATIONS:
*Curriculum Framework
*Enhanced Scope & Sequence Guide/

Related SOL (prerequisite to &

beyond) the SOL to be taught

Blueprints
Which alphabets of the SOL

Pertinent Data Collected (i.e., Pre Test &/or Post Test Data):
Students identified as Prerequisite, Target, or Enhanced Level

are excluded from SOL test?

** for this SOL
(Implications **This does not
mean they should not be taught.)

At what level of BLOOMS COGNITIVE TAXONOMY is the SOL tested? What are the verbs cited in the Essential
Skills/Knowledge?
[ ] KNOWLEDGE:
List, define, identify, describe

[ ] COMPREHENSION:
Explain, summarize, interpret, discuss

[ ] ANALYSIS:
Analyze, order, compare, infer

[ ] SYNTHESIS:
Create, hypothesize, invent, compose

[ ] APPLICATION:
Apply, demonstrate, solve, interpret

MATERIALS: See sample lesson plans, for example, in Enhanced Scope & Sequence Guide

[ ] EVALUATION:
Justify, rank, critique, grade
WHERE LOCATED?

SOL Objectives should be Specific, Measurable, Achievable, Realistic, and Time specific (SMART).
The learner will be able to (1) ___________________________________________________________________________
(2)_________________________________________________________________________________________________
(3)_________________________________________________________________________________________________
(4)_________________________________________________________________________________________________
Prior Knowledge to be Activated: (See sample lesson plans from Enhanced Scope and Sequence Guide, for examples).
__________________________________________________________________________________________________
PROCEDURE: Specify steps BEFORE, DURING, and AT END of lesson.
BEFORE: (How will you set the stage, activate prior knowledge, and hook Prerequisite, Target, and/or Enhanced Learners? Which
modes of instruction Independent, Computer Based, Student Directed, and Teacher Directed -- will be used for specific work time
activities? How will homework be differentiated for students performing at the Prerequisite, Target, or Enhanced Level?)
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
DURING: (What strategies will you use in instructional delivery/whole class instruction? Are Learning Plan Grid activities designed
to include the level of Blooms Taxonomy where the SOL is tested?) Does work time include activities also for DIVERSE
LEARNING STYLES[]verbal/linguistic []mathematical/logical []visual/spatial []musical/rhythmic []bodily/kinesthetic
[]interpersonal []intrapersonal-activities with []MANIPULATIVES and activities which involve []small groups []the whole group
[]pairs []cooperative learning groups []the individual learner
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
END: (How will you bring closure to the lesson, assess learning? How will you engage the students in self-assessment? Self-reflection
on learning?)
SOL Format included in some assessments? { } Yes { } No, Which ones?

Assessments include:
[ ] Logs/journals [ ]Paper/pencil assessments [ ]Rubrics [ ]Demonstrations/Projects [ ]Role Playing/Simulations
[ ] Other_______________________________

REFLECTIONS (after lesson taught):

Which strategies were effective? How do we know? What percentage of Prerequisite, Target, or Enhanced Learners would need to
demonstrate success in order for us to be effective?
___________________________________________________________________________________________________________
_
___________________________________________________________________________________________________________
_
What could we have done better for Prerequisite, Target, or Enhanced Learners? What can we do to improve the Learning Plan Grid?
___________________________________________________________________________________________________________
_
Was there a particular group of learners who demonstrated more success than others? What were the variables in [ ] instructional
delivery/direct instruction [ ] work time activities for Prerequisite, Target, and Enhanced Learners?
___________________________________________________________________________________________________________
_
___________________________________________________________________________________________________________
_
What might we do differently next time in [ ] instructional delivery/direct instruction? [ ] work time?
___________________________________________________________________________________________________________
_

What did the learners say were the strengths of [ ] instructional delivery/direct instruction? [ ] work time?
___________________________________________________________________________________________________________
_
What did the learners say were areas that could be done differently?
___________________________________________________________________________________________________________
_
How might we engage students in metacognitive thinking by modeling? : I would ask myself where did I make my first mistake?
What steps did I follow to get # 2 correct? How could I have improved my response? Next time, I would use the 4-square
method if.
___________________________________________________________________________________________________________
DISTRIBUTION: [ ] Teacher [ ] Principal
Jane J. Baskerville & PASS Coaches (2004); CII Upgrade (10/13/09)
Question: Had this document been in use by all grade levels, would such documents from second grade and fourth grade (for
example) have been useful to the Grade 3 Instructional Team (for example)? Those team members would be designing the
Learning Plan Grid for students performing at least a grade level below third grade (Prerequisite) and a grade level above
(Enhanced).