UNLV Student: Reina Claus PSMT Name:

Lesson Plan Title: Fluency Mini Lesson Lesson Plan Topic: Reading

Date: March 22, 2017 Estimated Time: 50 Minutes

Grade Level: 5th School Site: Somerset Stephanie

1. State Standard(s):

CCSS.ELA-LITERACY.5.RF.4: Read with sufficient accuracy and fluency to support

comprehension.

CCSS.ELA-LITERACY.5.RL.10: Read and comprehend complex literary and informational

texts independently and proficiently.

2. Teaching Model(s): Partner work.

3. Objective(s): Students will be able to read fluently with a partner using different expressions
based upon board game.

4. Materials and Resources: Fluency board game (one per two students), dice (one per two
students), magazines or literature textbook.

5. Instructional Procedures:
a. Motivation/Engagement: TW begin this lesson by explaining the rules of the game,
students take turns rolling the dice, they move their game piece the respective number of spaces
and whatever expression they land on is how they have to read a passage from a magazine.
Player 2 will decide if player 1 read the passage fluently with the correct expression. (10
minutes)

b. Development Activities or Learning Experience: Students will partner up and

obtain the game supplies. SW play the game, taking turns until one player completes the board
game. SW will be required to each post a short video to Seesaw of them reading fluently with
an expression of their choice. (30 minutes).

c. Closure: TW lead WG closure discussion on how well the players did, asking for
 specific examples and for students to share their best expression with the class. (10 minutes).

d. Extension: Students who finish early will be asked to start the game over again, if
multiple teams finish early, they can switch players to play with a new student.

6. Accommodations, Modifications and Differentiation for Diverse Learners: Students

who are struggling will be pulled for small groups during this activity. TW work with small group
on reading leveled readers, practicing fluency.

7. Assessment and Evaluation of Learning:

a. Formative: TW walk around and check students participation on the activity as well
as checking their Seesaw post.

b. Summative:

8. Homework Assignment: Fluency homework is handed out on Mondays, comprehension

homework is only sent home for those students who need the extra practice, this is handed out on
Thursdays and collected the following Wednesday,

9. Reflection:
a. Strengths
b. Concerns
c. Insights