Lesson plan

Lesson 11 - End of Unit 3 Assessment: Reading a New Text Aloud for Fluency - Part 1

  • From EL Education Language Arts
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  • Standards
  • Tags:
teaches Common Core State Standards L.3.3.b http://corestandards.org/ELA-Literacy/L/3/3/b
teaches Common Core State Standards RF.3.3 http://corestandards.org/ELA-Literacy/RF/3/3
teaches Common Core State Standards RF.3.4 http://corestandards.org/ELA-Literacy/RF/3/4
teaches Common Core State Standards RF.3.4.a http://corestandards.org/ELA-Literacy/RF/3/4/a
teaches Common Core State Standards RF.3.4.b http://corestandards.org/ELA-Literacy/RF/3/4/b
teaches Common Core State Standards RF.3.4.c http://corestandards.org/ELA-Literacy/RF/3/4/c
teaches Common Core State Standards SL.3.4 http://corestandards.org/ELA-Literacy/SL/3/4
teaches Common Core State Standards SL.3.6 http://corestandards.org/ELA-Literacy/SL/3/6
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To learn more about this lesson, read the Lesson 11 Narrative found under the Additional Materials tab.

Daily Learning Targets

  • I can effectively perform my presentation. 
  • I can read a new excerpt of text fluently.

Purpose of Lesson and Alignment to Standards

  • In this lesson, students focus on working to become effective learners by showing perseverance as they read aloud a new text for the End of Unit 3 Assessment and practice their presentations (refer to End of Unit 3 Assessment: Reading Aloud a New Text for Fluency (For Teacher Reference)).
  • In the opening, students’ Mid-Unit 3 Assessments are returned with feedback. This gives students the opportunity to see how they performed in order to improve in their next assessment and to ask questions if they don’t understand the feedback (see Mid-Unit 3 Assessment: Narrative Writing: Revising a Scene from Peter Pan (For Teacher Reference)).
  • In this lesson, students are called on to individually read aloud for the teacher a new text for fluency for the End of Unit 3 Assessment. When students are not participating in their reading fluency assessment, they will continue to practice their presentations.

In Advance

  • Prepare:
    • Feedback on students’ Mid-Unit 3 Assessments in preparation for returning them in Opening A.
    • An End of Unit 3 Assessment excerpt for each student based on his or her reading ability.
    • Order in which students will read aloud for their End of Unit 3 Assessment.
  • Gather Tracking Progress folders.
  • Post: Learning targets and applicable anchor charts.

Vocabulary

  • No new Vocabulary for this lesson.

Materials

  • Mid-Unit 3 Assessment: Narrative Writing: Revising a Scene from Peter Pan – Part I (from Lesson 7; one per student; returned with feedback during Opening A)
  • Performance Task Anchor Chart (begun in Unit 1, Lesson 1)
  • Options for Presentation Practice (one to display)
  • Presentation Prompt Cards (from Lesson 8; one per student)
  • Revised Peter Pan scenes (completed in Lesson 6; one per student)
  • Working to Become Effective Learners Anchor Chart (begun in Module 1)
  • End of Unit 3 Assessment: Reading Aloud a New Text for Fluency, Part I (one per student)
  • Fluent Readers Do These Things Anchor Chart (begun in Module 1)
  • Reading Fluency Checklist (one per student); Reading Foundational Skills Informal Assessment: Reading Fluency Checklist (Grades K–5) (For Teacher Reference)
  • Tracking Progress folders (from Module 1; one per student)
  • Tracking Progress: Reading Fluency (one per student and one to display)

 

 

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.