For further exploration on our lesson study please click below...
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How to support reading fluency goals?
This lesson came about a conversation with Sandy and Garrison about our dilemma of including time for students to practice reading goals like fluency. We planned a reading structure in order to create space for students who need additional 1-1 time with the teacher to read in hopes to promote good reading habits while there in the classroom. Research Question If we implement routines and teach strategies within our small group 7th grade Humanities classroom designed to strengthen students’ abilities to practice fundamental reading strategies and construct verbal viable arguments. Theory of Action Then students will be able to justify/explain their thinking, with the help of their small group peers in order to capture their comprehension by retelling main ideas resulting in building peer relationships, recognizing their 2 spoken languages are important, and communicate comprehension verbally and written for their future assignments. Equity Goal By the end of this lesson study, our students will incorporate CRP (cultural competency) into a small reading group. Content Goal By the end of this lesson study, our students will be able to practice fluency reading strategies (accuracy, rate, punctuation, expression, clarity) and present their work through a reader’s theatre presentation. |
Reflection of the Lesson Study Process "Our key motive when designing this lesson was to support our students by creating a lesson that is light and engaging in order to highlight their foundational reading skills, set in their Individual Education Plans (IEPs)." Overall, our group felt elated with our lesson study. Our students rose to the occasion of participating in a reader’s theatre format. Keeping the lesson to small attainable goals, was a bit difficult for us to maintain, as educators we are constantly doing our best to add more (i.e. content, skills, focus, visuals). We chose to keep our assessments focused primarily on reading fluency skills (pace, rate, expression, punctuation, and volume). With this, we chose to also include a visual scale for students to rate their experience, rather than asking an expansive writing reflection after each class, as that would deviate from our reading focus. Keeping our goals for our students individualized and achievable, in hopes to build resilient readers. We are proud of our students and reading confidence growth. I was thankful to have Sandy and Garrison as partners as they gave wonderful perspective that ranged from Kinder to High School reading levels. The lesson study process of working with partners from forming the research question and be able to bounce ideas with each other was a unique and enjoyable experience. Self-Selected Reading Goals FS1: Cue peers, keep transitions worked on giving peers cues on identified fluency skills FS2: Fluency, read at a calm pace Worried about pacing and remembering when to cue for reading. Took notes to follow along with the group. FS3: 30-foot volume Was aware that peers could not hear him read which impacted the clarity of understanding. He practicing reading facing his peers (giving eye contact when he was able to) and posture. Student Thinking At the end of each session (total of 4), we ended our literacy lessons with an exit card. These exit cards served as evidence of each student's agency to choose their own reading goals. We based these reading goal options based on the reading literacy goals that I have been finding difficult to incorporate into the classroom setting. As well as, had voice and choice to choose the book Dragon's Love Tacos by Adam Rubin, they had a choice between English and Spanish book options and poems recommended by my Humanities Teaching partner, Jean Catubay. What I found most successful from the lesson study was the incredible willingness to participate from our students. All three students gave feedback for the lessons on their exit card and it changed the way we read and practiced fluency skills for the next lesson. For example, the three students felt like they wanted cue cards for each reading fluency skill we were listening for: clear pronunciation, reading smoothly, and speaking loud for the whole group to hear. The group decided they all wanted to read aloud in front of each other and added the fluency cue card of slowing down, as they noticed a few of them needed more visual reminders to read more slowly for the group to be able to better understand them. Teaching and Learning from this Lesson Cycle I had the unique opportunity to plan a lesson study with Sandy and Garrison for a small group setting. This was exciting as it took a lot of creativity to form a lesson four our students to not only learn fluency skills but also have lesson study performance. We wanted to take the attention away from the students so they do not feel "watched" or scrutinized by having more teachers in the room than them. I learned that as an educator the content is important and also the delivery method of a lesson for students to feel ready to learn. |
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