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Summary : First Grade Standards : Objectives Pre-Requisite Knowledge Printed Materials Other Supplies The students will be able to distinguish between reading with fluency and reading word by word. They will be able to use strategies to improve reading fluency. Students must have decoding strategies and knowledge of grade level Dolch words. Students must also have experience using a timer and digital recorder. Students must also have familiarity with the Reading Fluency Strategies chart. Reading passages at various instructional levels. Several blank graphs for students to mark progress. Digital Voice Recorders (total of 6) Digital timers (total of 6) Pencils, markers, crayons. The students will use digital recorders, timers, instructional level reading passages, and Progress Charts to improve reading fluency. Language Arts: 1.1.1, 1.1.3, 1.1.4, 1.1.5, 1.1.6, 1.1.9, 1.1.10, 1.1.11, 1.1,12, 1.1.13, 1.1.14, 1.1.15, 1.1.16, 1.1.17

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Direct Instruction (Daily) 10 minutes Independent Practice (5 Days) 20 minutes Guided Practice- (3 Days) 15 minutes each group Getting Started (Daily) 10 minutes Teacher will review fluency strategies and Strategy Chart with a big book. Teacher will model fluency with exaggeration and ask students to critique reading. As a warm up activity, teacher will model reading fluency with a Reading Raindrop passage and select 2-3 students to demonstrate fluency for the class. Teacher will refer to the Reading Fluency Strategies Chart for reminders. In small groups (ability based) students will chorally read a passage while the teacher records it and sets a timer to 1 minute. Students will circle the last word they read in the passage. The number of words read in 1 minute will be recorded on the Progress Chart. After listening to the recording, students will comment on fluency strategies used referring to the Strategies Chart. This guided practice will be repeated for 3 days. Students will be paired up (by teacher) with a new passage and repeat the guided practice activities. One student will set the timer and recorder, and help fill in the Progress Chart. Then the students will switch roles.

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The class will have a discussion about reading by listening to the passages on the recorders. They will make a group list of things that they did well and set goals with their individual graphs to chart progress. Closure Students will be assessed by through the graphs they complete that chart their progress. Students without decoding skills or Dolch words will read ABC charts w/ letter sound, read orally with a taped passage, or choral read with a partner/teacher. ESL students without decoding skills in English and non-readers will receive additional support from an adult who will read with them and model good fluency.

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Reading Passage: The Fighting Cats A gray cat and a black cat did not get along.11 The cats owner said, Im stepping out for19 awhile, and I dont want any fighting.26 While the cats slept, two strange cats of the 35 same colors entered the house.40 The gray cat slept soundly and did not hear 49 the strange cats enter. The black cat did not 58 hear them, either. The strange cats fought. They66 left gray and black fur all over the house.75 When the cats owner came home, he saw gray84 and black fur all over the house. He scolded his94 cats for fighting. The cats were puzzled. 101

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Name:________________________________________________________ Reading Passage Title:_________________________________________ 101 98 95 77 92 89 86 83 80 74 71 68 65 62 59 Number of Words Date Sept. 10 Sept. 11 Sept. 12 Sept. 13 Sept. 14 The Fighting Cats Ariel Middleton