Fluency Lesson Plan

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Common Core Aligned Lesson Plan Cover Page

Student(s): W.M Grade: 3rd Grade

Teacher: Erin Behrendt School: Greyhound Intermediate School

LESSON ELEMENT: CVCe/ Silent e

Student Weaknesses and Concerns:

Skill and How Student Performed Goal or Benchmark

Long Vowel Words on Core Phonics Survey Benchmark +90% accuracy
7% accuracy, Intensive Level

CVCe word list- 5% accuracy Benchmark +90% accuracy

(1 word correct in one minute) (+35 words correct in one minute)

Lesson Objective and Learning Targets:

Lesson Objective:
Given a list of CVCe words, The student will be able to read CVCe words with 90% accuracy and at a
fluency rate of 15 wcpm.

Long Term Goal:

By the end of the school year (June), when given the Core Phonics Survey, W.M. will read long vowel
words with 80% accuracy.

Materials/Resources:
CVC review flashcards
Sight Word flashcards
YouTube video on Magic E https://www.youtube.com/watch?feature=share&v=c3oA4wfUBak
CVCe poster
CVCe flashcards
CVCe word lists
Whiteboards & Markers
CVCe passage
Timers
Highlighters

Common Core Learning Standard(s) Addressed in your lesson:

CCSS.ELA-LITERACY.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding
words.
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What will you use to establish and measure your students performance/product/process?
I will use the Orange County Public School Silent e Probes for Progress Monitoring, which are
correlated to CORE Phonics Survey. See below for results

Pretest (Cold Timing) Skill Performance: 1 word correct in one minute

Posttest (Hot Timing) Skill Performance: 13 words correct in one minute

Progress Monitoring Results: Unpracticed or Mixed Probe: 11 words correct in one minute
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Teachers Name: Erin Behrendt Small Group Tier 2 or Tier 3

Students Name: W.M. Grade: Third Grade
Lesson Objective:

Materials:
Part 1. Introducing New Phonics Sounds 10-15 minutes
Step 1 Review prior skills/sounds:
Review prior skills Today we will begin our lesson by reviewing CVC words. Remember that
when we read CVC words, the vowel says its sound. What sound does short
a make? What sound does short e make? What sound does short i make?
What sound does short o make? What sound does short u make? Now lets
practice reading CVC words. Remember that when I show you the word, we
will say the sounds, then read the word

*Present CVC words using flashcards.

What sound? [tap under letter]
What word? [swipe finger under letter]

cat had met rim

fin tub rob cut

Now lets review our sight words that we are practicing for this week. I
will show you the word and say the word. You will repeat the word and we
will spell it together. Then, I will ask a volunteer to use the word in a
sentence.
*Review sight words
1. two
2. yellow
3. with
4. On

This word is
What word?
Lets spell the word [tap under letters, spell as group]
What word? [swipe finger under word]
Who can use this word in a sentence? [call on student]
Great! This word was [read together]

*Repeat this process for remainder of sight words

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Step 2 Today, we are going to talk about a skill called reading CVCe words or
Name and introduction words with a Magic E. First, lets watch a video about Magic E!
to the concept: https://www.youtube.com/watch?feature=share&v=c3oA4wfUBak

What, How, When, Why: When we see words that ends in e, the e is
magic! The e is silent and it makes the vowel before it say its name. Lets
look at this poster that will help us learn more about Magic e.

Step 3 Being able to read words that have Magic E will help us become better
Use real words and readers and writers. For example, if I am reading a grocery list and I read,
real-world examples to One cub of cheese.. (present sentence that reads one cube of cheese)
create context That doesnt make sense does it? I didnt use Magic E to help me read what
I need to buy at the grocery store!
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Step 4. Teacher points to the letters on Magic E anchor chart and uses a My Turn;
Model the sound Together; Your Turn format.
[Present Rule]
Teacher Models:
(Using Magic E anchor chart) Look at these words that all have magic e
at the end. The e has a star around it with an arrow that points to the
vowel. The vowel is written in red. Because the word ends in e, this means
the vowel will say its name. Listen as I read the words. What do you
notice? What letters do you see thats the same in all these words? Yes!
The words ALL end in the letter e! What do we notice about the vowel in
the middle of the word? Yes! The vowels all say their name in these words!

When I read a word that has Magic E, I will look at the vowel that comes
before it and make it say its name. This word (point at made) has a Magic
E. I know that the vowel (swipe finger from e to a) will say its name .
When I sound this word out, I will say m--d made

*repeat model for words kite and hope.

Together:
Say the sounds for these Magic E words with me. Say the sounds when I
touch below the underlined letters
Does this word end in a Magic E? [point to word]
Yes! It does! So the vowel will say its. [students chime in name!]
So the (vowel) will say.. [students say long vowel sound]
Now lets say the sounds in this word.
What sound? [touch below letters to signal student sounds]
What Word? [swipe finger and student reads whole word]

Student Turn:
Now read these other words By yourself. Say the sounds to yourself and
give me a thumb up when you know the whole word. [wait until all
thumbs are up.]
What sound? [tap for sounds]
Word? [signal for student response]

Words Presented:
a_e i_e o_e u_e
made kite hope tube
cane time rope cute
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Step 5 *Refer back to Magic E Poster

Present Scaffold
Show and introduce any I am going to add this picture of Magic E to our poster to help us
scaffolds, such as a remember our new rule. This poster that has the new sound Magic E and
icon, poster, bookmark some Magic E words with our star around the e and the arrow pointing to
the vowel to help us remember that the final e makes the vowel say its
name. When vowels say their names, they say , , , . This poster will
remind you how to sound out a word with Magic E when you meet an
unfamiliar word.

Step 6 We Do:
Guided Practice. Now we are going to read Magic E words together. Say the sounds for
Magic E with me. Say the sounds when I touch below the letters

Use the skill to decode Does this word end in a Magic E? [point to word]
words with the pattern Yes! It does! So the vowel will say its. [students chime in name!]
with a high level of So the (vowel) will say.. [students say long vowel sound]
student responding Now lets say the sounds in this word.
[unison responding] What sound? [touch below letters to signal student sounds]
[Appendix 2] What Word? [swipe finger and student reads whole word]

Part 1: Present Words with Pattern:

Introduces words that contain Magic E using prompting phrases below.
(See table below for CVCe words).

Does it have the Magic E? [point to word]

Will the vowel say its name or sound? [signal with hands for all students
to respond]
Sound out the word. [points to sounds as students say them]
Word? [swipe finger under the word].

a_e i_e o_e u_e

hate fine note huge
same slime robe rude
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Step 6 Part 2: Discrimination Practice Present and Read Words that Contain
Guided practice with Pattern Mixed with Other words that do not contain the target pattern
discrimination
We are now going to read and sort Magic E words and words that do not
have Magic E. Remember we practiced reading CVC words at the beginning
of the lesson. In a CVC word, the vowel says its sound. In a Magic E word,
the vowel says its name.

*Pass out word sort page (t-chart with CVCe on one side and CVC on the
other- see materials below)

I am going to give you a word. I want you to sound it out to yourself and
give me a thumb up when you know the word. [wait until both thumbs are
up]
What word is it? [signal with hands for students to respond]
Is this word a Magic E or CVCe word, or a CVC word?
Put the word under the right column.

*Continue this process for all words (see materials below)

Step 7 Stop. We missed a word.

Use error correction
procedures. If an Error is Made:
Stop. Does it sound right? Look right?
Can you fix it?
[Provide Model] My turn. Sounds? (say sounds). Word? (say word).
Your turn. Sound? Word?
[Go to the start of the line or sentence and reread]
Step 8. Now I want you to read the words in the CVCe row to your partner. Do you
Collaborative Practice have the same words? Now read the words in the CVC row to your partner.
Do you have the same words?
Step 9. Now we are going to take turns reading Magic E words. When I say your
Do Individual Checks. name and point to the word on the Magic E chart, I want you to read the
word.

What sounds? What word?

[check everyone with 3 words]
Provide error correction.
Step 10 Reread words to build fluency, using subvocalizing and/or read words
Build Fluency. automatically. Say to students.
Subvocalize [Optional]
Read Fluently Now we are going to reread these words to build our fluency. [using CVCe
[See Appendix 3] words on anchor chart]
Part 1. When I touch to the left of the word, think (sound it) in your heads.
Part 2. When I say Word, you say the word.
Part 3. Now well reread the words again and just say the words the fast way.,
Word? (signal)
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Step 11 Now lets spell words with the new sound.
Spelling Practice *Students will use whiteboard and marker. Spelling process is described
below.

Remember that the new sound pattern (Magic E) has an E at the end of
the word, even though we cant hear it!
The first word is _____. What word?
Say the sounds in _____. Hold up a finger for each sound as you say it.
How many fingers did you raise? So how many sounds?
Now write it by sounds. Say the sounds slowly. Write a letter each time
you say a new sound. Write the letters in sequence.

*Teacher will monitor students while they spell each word and provide
corrective feedback.

Spelling Words: made, kite, hope, tube, pine, note, bite, tape
Step 12 Now well practice reading a word list with the sound because we are
Build fluency practice going to get ready to time and graph our performance.
and administer 1-
minute probes. You will first partner read this word list. Partner 1 will read first and
partner 2 will be the coach. Make sure you follow along. If your partner
reads a word wrong remember to say, Stop. What word? Once partner 1 is
finished reading, you will switch roles.

Now we are going to take our timed sample. (Partner 1 reads first, then
switch roles; teacher times individuals for 1 minute). [use new list]

Now lets count up the words we read, and we will graph our hot read
Students graph performance.

Step 13. Now we are going to read a story that has Magic E. What do we do when
Read Decodable we come to a word that we dont know? Yes- we can use our strategies!
Sentences or Books Lets read The Cute Pet. First I want you to read the story on your own
and highlight all words with Magic E. Next, we will go back and read the
Provide Guided Reading story together.
in teacher-led small-
group. Strategies:
Look for word chunks or stretch out the sounds
Use your finger to break up the word. Say the first part. Say the next part.
Say the last part. Say the word fast.
Now read the word/sentence again and get your mouth ready to start the
word.
Ask yourself: Do I know a word that looks like that? [Look at the word wall]
Read it again and think what makes sense.
Ask someone else.

Closure: Great job! Today we learned how to read words that end with
Magic E! This will help us become better readers and writers. We will
continue to practice this skill tomorrow!
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Step 14. Plan and Model-Lead-Test and Unison Responding
reflect on Evidence- I did a lot of I do, we do, you do throughout the entire lesson. This
Based Practices in provided students with modeling and scaffolding while also allowing them
your Lesson. to complete tasks on their own, which allowed me to observe and record
progress on the skill. I also had unison responding in my lesson. During step
4 of my lesson, students said the sounds to themselves and put their thumb
up when they knew the whole word. When all thumbs were up, students
responded chorally by reading the word together.
Brisk, Perky Pace in the Lesson
There was a brisk and perky pace in the lesson. All materials were laid out
and prepared ahead of the lesson, which allowed me to transition from one
step of the lesson to the next efficiently. Students were involved and
participated throughout the lesson, which allowed me to monitor their
understanding and move to the next part of the lesson when I could tell
they were ready.
Cumulative Review
Students practice previously learned skills at the beginning of the lesson. At
the beginning of the lesson, students reviewed decoding CVC words and
sight words. This review helped them with learning the new skill for the
day, CVCe words. Students also practiced decoding CVC words again during
the discrimination practice portion of the lesson where CVC words were
mixed in with CVCe words.
Teaching to Success
During my lesson, I taught to success. I did not move on to the next part of
a lesson until I was sure that the students understood the skill. When
students made an error, I provided corrective feedback to help them
correct their error. If the student could not correct their error, I modeled
the process again for them. Then I completed additional guided practice
until the student could complete the task independently.
Systematic Error Correction
When a student makes an error, I always say, Stop. Does it look right and
sound right? The student then knows to try the word again. If the student
is not able to correctly decode and read the word after trying again, I
model decoding and reading the word for them by touching under each
sound and saying the sound, then swiping my finger to read the whole
word. Students then repeat my steps independently.
Teacher Talk
Throughout the lesson I used consistent verbal and visual prompts such as
What sound? What word and pointing with my finger for sounds, and
swiping to signal reading the whole word. This allowed me to keep and
appropriate pace for the lesson, while also providing students with
consistent routines and expectations.
Motivational System
Students graph and chart their cold read at the beginning of the lesson,
and at the end of the lesson they graph their hot read. This is
motivational for them because they love seeing the progress they make in
one lesson. Students also earned points on Class Dojo for participating
appropriately in the lesson.
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Hot Timing Results (see below for graph):

Pretest (Cold Timing) Skill Performance: 1 word correct in one minute

Posttest (Hot Timing) Skill Performance: 13 words correct in one minute

Progress Monitoring Plan:

Orange County Public School Silent e Probes for Progress Monitoring. Administer twice per week to
make decisions: Criterion goal- 35 wcpm with 90% accuracy or higher. When student can consistently
read over 35 wcpm with 90% accuracy, I will introduce vowel teams (ai and ay, ee and ea, oa and
ow).

CORE Phonics Survey- Long vowel Words. Follow data/ scoring rules per the assessment. Administer
one time per month. Criterion goal: 90% or higher (Benchmark)

EVALUATION/ REPORT

The data and evidence from the lesson shows that the student did learn the concept of

decoding and reading CVCe words. Throughout the lesson, the student completed what was asked

of him. The student appeared confident and eager to learn about Magic E. He participated

throughout all steps of the lesson and was highly engaged. The student was able to decode CVCe

words with visual prompts (star around the e, red vowel) and without visual prompts (on the hot

timing). The student improved his cold timing performance from 1 word correct to 13 words

correct on his hot timing. Although the student is not yet able to read the words fluently, he was

able to correctly decode the sounds before reading each word on his hot timing. Furthermore, the

student was able to correctly spell all CVCe words without any assistance or prompting during the

spelling practice portion of the lesson.

While I feel that the lesson was successful in introducing the concept of CVCe words, the

student did occasionally forget to make the vowel say its name when the vowel was not printed in

red and the star was not around the final e (see anchor chart for example). Also, during the cold

and hot read, I noticed that the student was not able to correctly read the words pace, rice,

and lace because he does not know the rule of soft c. Instead, the student said pake, rike,
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and lake. This hindered his score on the hot read. This tells me that soft c is an area that he

needs further instruction. An additional area that could be improved on is the timing portions of

the lesson (cold timing and hot timing). When the student found out he was going to be timed, he

got very anxious and overwhelmed. When he was reading, I could tell that he was trying to go as

fast as he could before the timer ran out, but nerves were getting in the way (biting nails, tapping

his feet, etc.). He was also so focused on reading the words correct, that he felt he needed to

sound each word out. The students total words correct read on the hot read was 13. When I gave

the student a list of CVCe words to read that was untimed, he successfully read 22/24 words

correct without needing to sound each one out. This tells me that the students needs more

experience with timed probes in order to feel comfortable and confident.

Overall, I feel that this lesson went fairly well. The lesson was interactive and the pace was

perky. The student was instantly hooked into wanting to learn more about Magic E after watching

the short introduction video at the beginning of the lesson. In the next lessons, I plan to review

decoding CVCe words and incorporate activities where the student practices reading them quickly

and automatically. Overall, the student was very receptive of the lesson and caught on to the CVCe

pattern quickly. The student did, however, still occasionally need the visual supports of the red

vowel and the star around the final e to be able to decode words correctly. As a result, I think

reviewing the CVCe rule and providing additional practice would be beneficial for the student.

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MATERIALS:
Anchor Chart

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*Guided Practice Word Sort T-Chart

CVCe CVC
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*Guided Practice T-Chart Word Sort Words

kit kite

not note

can cane

tub tube

at ate

cut cute
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*Silent e probe (cold read and hot read)

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*Silent e probe (cold read and hot read) results

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*Silent e probe (cold read and hot read) graph

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*Additional probe (untimed)

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Project 2 Rubric for Intervention Plan/Lesson Plan (50 points - intervention plan)
Name: Erin Behrendt
Intervention Plan 1 Skill or Strategy
2 Skill or Strategy

Components of the Intervention Plan Your Points Points Possible

Identify strengths and weaknesses/Present levels of 3

performance

State objectives (e.g., Given what materials, conditions, or 3

instructions) . What students will be able to do given
what materials/prompts. and at what criterion level

Materials [included] 2

1. Pretest and Obtain Commitment 2

2. Introduce the Skill/strategy Describe What, How, When 2

and Why (Explain what is the skill/strategy, why it is
important, and when to use it)

3. Model the Skill: I Do It (Modeling) 5

4. Instructional Scaffolds Cuecards; self-questions; Elkonin 2

Boxes; organizers, posters, rubrics, prompts, etc.

5. Guided Practice with Teacher (Repeated Practice): We 4

Do It/Do it with me

5.2 Collaborative Practice with others Do it with others 2

(peers)

6. Independent Practice 2

7. Provide error correction and drill on missed concepts 3

8. Build Fluency on words, oral reading, etc. 5

[Subvocalizing, timed drills, repeated practice, partner
reading, whisper reading of words, etc.]

7. Closure Wrap up the Lesson 2

8. Specify Plan for Progress Monitoring Probes and system 5

to monitor fluency progress

9. Include graph with baseline/intervention data 3

12. Write a brief report about the effectiveness of the 5

intervention

Total Points 50
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APPENDIX Primary Grade Fluency Chart from DIBELS

Oct. Nov. Dec.

13wc
2e

By December 2016, when presented with a list of CVCe words, the student will read 35 wcpm with 90%
accuracy.