Task 1 Plans For Learning Segment 16

Plans for edTPA Learning Segment:
Learning Experience 1:
Standards:
CC.1.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables,
and sounds (phonemes)
CC.1.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and
their use.
CC.1.R.F.4 Read with sufficient accuracy and fluency to support comprehension.
CC.1.R.F.4.b Read on-level text orally with accuracy, appropriate rate, and expression.
Learning objectives:
1. Students will be able to explain what fluency, rate, and accuracy mean
2. Students will gain speed and accuracy in reading a text
Instructional strategies & learning activities:
1. Engage students in Mondays Michael Heggerty phonics lesson
2. Introduce the vocabulary word fluency and discuss what it means to be a fluent reader
(to be able to read easily, so you can make sense of what you readand to be able to
read like you talk, not like a robot)
3. Introduce the vocabulary word rate and discuss what it means to read at a steady rate
(not too fast, not too slow) and display corresponding visuals; add word strip to the vocab
chart
4. Introduce the vocabulary word accuracy and discuss what it means to read with
accuracy, and display corresponding visual; add word strip to the vocab chart
5. Introduce Rapid Read activity; explain to students that we will read through a list of
words so that we know them before reading them in a passage
6. Pass out a copy of the word list and a copy of The Bakery to each student
7. Instruct students to listen to how the teacher says the words while reading the word list
to students
8. Instruct all students to choral read the words on the word list together; emphasize the
pronunciation of words that students struggle with
9. Instruct students to circle the words from the word list in the first two paragraphs of the
text
10. Instruct students to listen to the teachers reading while reading the first two paragraphs
of the selection The Bakery to them
11. Instruct all students to choral read the first two paragraphs together
12. Repeat steps 9-11 for the next two paragraphs
13. Partner students together
14. Instruct students to read the word list together, and then take turns reading the passage
(two paragraphs at a time)
15. Instruct students to take turns reading the first two paragraphs a second time, while
setting a timer for 1 minute, and then marking on the passage how far they read
16. Bring students back together as a whole group
17. Review the meanings of todays vocabulary words: fluency, rate, and accuracy
18. If time, have all students work on Lexia Core 5 program on Ipads while working with
students one at a time on the speedy phrases activity

Instructional resources & materials:

Michael Heggerty Phonics book
A Fluent Reader Reads chart (self-created)
Vocabulary words at a steady rate and with accuracy for chart
Visuals for at a steady rate and with accuracy
Rapid read activity (teacher resource)
Copies of word list and The Bakery passage, from Rapid Read activity
Speedy phrases activity (teacher resource)
Speedy phrases cards
Speedy phrases recording sheets
Read Naturally 1 minute timers
Assessment:
Students will be assessed informally through observational notes regarding their ability to
read at a steady rate and with accuracy, when choral reading the word list and passage together
as well as when reading with partners (I will be walking around from pair to pair to assess this
informally). In addition, students marking of their stopping place when doing a timed reading of
the first two paragraphs of the passage will give me an indication of each students overall
fluency.
References
Heggerty, M., Ed.D. (2004). Phonemic Awareness: The Skills That They Need to Help Them Succeed: A
35 Week Curriculum of Daily Phonemic Awareness Lesson Plans Developed in a Systematic
Scope and Sequence of Skills with Explicit Modeling.
The Florida Center for Reading Research. (2007). Fluency Connected Text: Rapid Read. Retrieved from
http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_4.pdf
The Florida Center for Reading Research. (2008). Fluency Connected Text: Speedy Phrases. Retrieved
from http://www.fcrr.org/studentactivities/F_013a.pdf
Standards:
CC.1.R.F.3.c Phonics and Word Recognition: Know final e and common vowel team
conventions for representing long vowel sounds.
their use.
1. Students will be able to recognize that oa and ow stand for the long vowel sound o.
2. Students will be able to explain what fluency, rate, accuracy, and especially phrasing
(vocab word of the day) mean.
3. Students will be able to begin implementing reading with proper phrasing--knowing when
to take short or longer pauses-- (along with reading at a steady rate with accuracy) while
reading a short passage.
1. Engage students in Tuesdays Michael Heggerty phonics lesson
2. Read decodable reader #41 on phonics skill long o: oa, ow; call on a student to read
each page, then choral read each page all together
3. Review yesterday's vocabulary words "fluency", "steady rate", and "accuracy" by asking
the students what each one means and discussing it, pointing to the word strips on the
vocab chart
4. Introduce the vocabulary word "phrasing" and discuss what it means to read "using
proper phrasing" (by sometimes taking a short pause during a sentence, and by taking a
longer pause at the end of a sentence); add word strip to the vocab chart
5. Pass out copies of the marked passage for the chunking activity
6. Introduce "Chunking" activity; explain to students that we will read a passage together, in
which there are sometimes lines in the middle of sentences (in-between every few) and
two lines at the end of sentences (after the punctuation marks)
7. Explain that when we come across one line in the middle of a sentence, we will take a
short pause and lift our finger while doing so. Then explain that when we come across
two lines at the end of a sentence, we will take a longer pause and lift our finger while
doing so.
8. Model reading the first paragraph using proper phrasing, and lifting finger when taking a
pause; Instruct students to recognize the difference in length between the short and long
pauses
9. Prior to choral reading the passage together, remind students to remember to read at a

steady rate and with accuracy to the best of their ability, in addition to reading with proper
phrasing
10. Choral read the passage all together, taking a pause (and lifting finger when doing so)
when indicated by the slash marks in the passage
11. Partner students together
12. Instruct students to take turns reading the passage to their partner
19. Instruct students to take turns reading the passage a second time, while being timed for
one minute, and then marking on the passage how far they read
21. Review the meanings of todays vocabulary words: phrasing, fluency, rate, and accuracy
students one at a time on the speedy phrases activity (work with those who I didnt get
to work with yesterday)
Vocabulary words at a steady rate, with accuracy, and using proper phrasing for
chart
Visuals for at a steady rate and with accuracy
Chunking activity (teacher resource)
Copies of chunking passage (marked with / and // to indicate short & longer pauses)
Assessment:
read with proper phrasing, when choral reading a short passage (the chunking activity) as well
as when reading with partners (I will be walking around from pair to pair to assess this
informally). In addition, students marking of their stopping place when doing a timed reading of
the passage will give me an indication of each students overall fluency.
References
First Grade Fluency Passage. (n.d.). Retrieved from aimsweb.pearson.com. This passage "Cat loved
birds...", used for the chunking activity, is a first grade fluency reading passage taken from the
AIMSweb website.
The Florida Center for Reading Research. (2008). Fluency Connected Text: Chunking. Retrieved from
http://www.fcrr.org/Curriculum/pdf/GK-1/F_Final.pdf
Standards:
CC.1.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word
analysis skills in decoding words.
their use.
1. Students will be able to recognize that the sounds of the three consonants at the
beginning of a word are blended together.
2. Students will be able to explain what fluency, rate, accuracy, phrasing, and especially
expression (vocab word of the day) mean
3. Students will be able to begin implementing reading with expression (along with reading
at a steady rate, with accuracy, and proper phrasing) while reading a short passage, and
especially when reading dialogue or a sentence with an exclamation mark.
1. Engage students in Wednesday's Michael Heggerty phonics lesson
2. Read decodable reader #42 on phonics skill three-letter-blends; call on a student to read
each page, then choral read each page all together
3. Review yesterday's vocabulary words "fluency", "steady rate", "accuracy", and "phrasing"
by asking the students what each one means and discussing it, pointing to the word
strips on the vocab chart
4. Introduce the vocabulary word "expression" and discuss what it means to read "with
expression" (by changing the pitch of our voice when we come across an exclamation
point, reading with inflection when we come across a question mark, or reading in a
happy/sad/excited/etc. tone when reading dialogue of a character); add word strip to the
vocab chart and display corresponding visual
5. Model reading one of the "express it" activity strips with expression
6. Instruct students to choral read this strip along with you
7. Explain to students that they will each receive their own strip and will practice reading it
with expression
8. Pass out an "express it" activity strip to each student
9. Call on a student to read their strip; provide positive feedback when they read with
expression/model how to read the sentence with expression if they are not reading with
expression
10. Hold that student's strip so that all students can see, and instruct all students to choral
read the strip together with expression
11. Repeat steps 9 & 10 for the rest of the students

7
12. Pass out a second set of strips to students and repeat steps 9-11 if time allows
13. Inform students that they will be reading the play "Goldilocks and the Three Bears" to
practice reading with expression
14. Pass out script (with a different highlighted part) to each student
15. Remind students to read with expression when reading their parts, and even encourage
them to read their lines "in character" using a different voice; also remind students to read
at a steady rate, to read words accurately, and to read with proper phrasing to the best of
their ability
16. Assist students with words as they read through their parts of the play, reminding them to
use expression throughout
17. Read through the play a second time, if time allows
19. Review the meanings of todays vocabulary words: expression, phrasing, fluency, rate,
and accuracy
Vocabulary words at a steady rate, with accuracy, using proper phrasing, and with
expression for chart
Visuals for at a steady rate, with accuracy, and with expression
Express It activity (teacher resource)
Express It activity strips
Goldilocks and the Three Bears Readers Theater activity (teacher resource)
Copies of the Three Bears script, highlighted with specific part for each student
Assessment:
read with expression, when reading their dialogue strips during the express it activity, as well
as when reading their characters speaking parts during the reading of Goldilocks and the Three
Bears Readers Theater.
References
The Florida Center for Reading Research. (2008). Fluency Connected Text: Express It! Retrieved from
http://www.fcrr.org/studentactivities/F_020a.pdf
The Florida Center for Reading Research. (2008). Fluency Connected Text: Reader's Theater. Retrieved
Standards:
their use
1. Students will be able to explain what fluency, rate, accuracy, phrasing, and expression
mean
2. Students will be able to begin implementing reading with expression, at a steady rate,
with accuracy, and proper phrasing when rereading the weekly textbook story, Mister
Bones: Dinosaur Hunter, as well as while reading a short passage.
1. Engage students in Thursdays Michael Heggerty phonics lesson
2. Review all vocabulary words (fluency, steady rate, accuracy, phrasing, and expression)
by asking students what each one means and discussing it's meaning, while pointing to
the word strips on the vocab chart (use corresponding visuals as well)
3. Instruct students to turn to the page on which the Mister Bones: Dinosaur Hunter story
begins
4. Remind students to remember to read fluently: at a steady rate, with accuracy, using
proper phrasing, and with expression while reading the story
5. Call on a student to read each page, and then have all students choral read the page
together (assist students with words throughout and ask comprehension questions)
6. Inform students that they will be doing a 1 minute timed reading of a passage with
partners; remind them to read at a steady rate, with accuracy, using proper phrasing, and
with expression
7. Partner students up and instruct them to get a pencil
8. Pass out copies of passage and timers to each student
9. Instruct one student to keep time while the other reads, mark their stopping place once
the timer beeps, and then switch roles
11. Review the meanings of this weeks vocabulary words: phrasing, expression fluency,
rate, and accuracy
students one at a time on the speedy phrases activity (work with those who I didnt get
to work with on Monday or Tuesday)
10

Reading Street student textbook p.
Copies of passage for 1 min timing
Assessment:
read with all components of fluency (with expression, with proper phrasing, at a steady rate, and
with accuracy) when reading their textbook story Mister Bones: Dinosaur Hunter as well as
when reading their 1 minute timed passage (I will be walking around from pair to pair to assess
this informally). In addition, students marking of their stopping place when doing a timed
reading of the first two paragraphs of the passage will give me an indication of each students
overall fluency.
11
References
First Grade Fluency Passage. (n.d.). Retrieved from http://aimsweb.pearson.com/. This passage, "Anne
was a big, white sheep...", used for the 1 minute timing in learning experience four, is a first grade
fluency reading passage taken from the AIMSweb website.
Foresman, S. (2008). Reading Street (Vol. 4). Glenview, IL: Pearson Education.
The story used, "Mister Bones: Dinosaur Hunter" by Jane Kurtz, is within the students' Reading
Street Textbook.
12
Standards:
their use
1. Students will be able to explain what fluency, rate, accuracy, phrasing, and expression
mean
2. Students will be able to begin implementing reading with expression, at a steady rate,
with accuracy, and proper phrasing while being timed, reading a short passage (as a
final, culminating assessment)
1. Engage students in Fridays Michael Heggerty phonics lesson
2. Review all vocabulary words (fluency, steady rate, accuracy, phrasing, and expression)
by asking students what each one means and discussing it's meaning, while pointing to
the word strips on the vocab chart (use corresponding visuals as well)
3. Inform students that they will be called over to do a 1-minute timing with me one-on-one,
while they are working on Lexia Core 5 on Ipads
4. Call over a student to work with at the bean table
5. Give them the passage to read; remind them to read fluently; at a steady rate, with
accuracy, using proper phrasing, and with expression when they read to me
6. Time the student as he/she reads and mark on another copy of the passage where they
stopped when the timer beeps
7. Also do the fast phrases activity with the student if he/she did not complete it with me
earlier in the week
8. Evaluate each students fluency using the fluency rubric
9. Repeat steps 4-8 with each student, until all students have completed a timed reading
10. Bring students back together as a whole group and inform them that we will continue to
work on reading with fluency next week during reading group as well
13

Copies of 1 min timing passage
Copies of fluency rubric used to evaluate students fluency when reading
Fluency rubric (teacher resource)
Assessment:
Students will be formally assessed through use of a rubric, regarding their ability to read
with all components of fluency (with expression, with proper phrasing, at a steady rate, and with
accuracy) as well as whether or not they are able to meet the weekly goal of reading 61 words
per minute, when reading a short passage in which they will be timed for 1 minute.
14
References
First Grade Fluency Passage, (n.d.). Retrieved from https://aimsweb.pearson.com/. This passage, Bill,
Pete, and Joe, used for the 1 minute timing in learning experience five, is a first grade fluency
reading passage taken from the AIMSweb website.
The Florida Center for Reading Research. (2007). Fluency Connected Text: Listen To Me. Retrieved
from http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_4.pdf
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Task 1 Plans For Learning Segment 16

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