Danielle Minster

Lesson Title: Say Good-Bye to Robot Reading

Grade: 5th

A. Standard
MDE grade level or CCSS

CCSS.ELA-LITERACY.RF.5.4 Read with sufficient accuracy and fluency to support

comprehension.

B. Objectives/Targets and I CAN Statements

What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?

I CAN read smoothly by scooping up and reading two to four words at a time.
TSW read smoothly by reading in phrases, instead of reading word by word.

Formative Assessment…
 The students will read a preselected sentence aloud, using phrasing.

C. Lesson Management: Focus and Organization

What positive strategies, techniques and tools will you use?
What ideas for on task, active and focused student behavior?

Lesson Management:
o Talk like a robot activity
o Introduce & discuss idea of scooping up words to read in phrases
o Practice using the strategy
o Partner up with accountability partner
o Practice with partner
o Practice on own and share work with partner

Student Management:
Movement-
Students will move to a different seat when they meet with their partner.

Active Student Participation-

Students will actively participate in the discussion of the strategy, practicing the strategy with
me and with a partner, and the formative assessment.

Classroom Management Focus-

 Danielle Minster

Students will be focused on their partner and the task they are completing. Students who get
sidetracked will first be reminded of the expected behavior. If the behavior continues the
partners will be separated and they will practice reading on their own.

D. Introduction: Creating Excitement and Focus for the Lesson Target

What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
 The teacher will (TTW) generate interest by asking students about robots.
 TTW pull a few (2-4) sticks and ask the students to talk like robots.
 TTW introduce the reading strategy.

E. Input: Setting up the Lesson for Student Success

Task analysis:
 What information does the learner need? If needed how will it be provided?
 How is the lesson scaffolded?

Task Analysis
 TTW introduce I Can statement.
 TTW begin with a discussion about robots, and what they sound like when they
speak.
 TTW ask students questions about robots to get them thinking.
 TTW ask students to take turns talking like a robot.
 TTW discuss how previous activity applies to reading by asking students open-
ended questions to generate thinking.
 TTW introduce the strategy by showing the students a visual representation of it.
(Manila file folder)
 TTW uncover a line of the passage and demonstrate the strategy.
 TTW continue process of uncovering a line/sentence and demonstrating the
strategy until end of first paragraph.
 Discuss with students which words in the sentence should be scooped up
together.
 Ask students to read sentence out loud by saying the words that are scooped
together.
 Uncover the first sentence of the second paragraph scoop first phrase and ask for
a volunteer to identify which words to scoop together.
 Repeat process until the second paragraph has been scooped.
 Ask students to find a spot to sit with their accountability partner.
 Ask students to work as a team to scoop up the words in the first paragraph of
the second passage.
 Read the paragraph aloud to ensure that it makes sense.
 Danielle Minster

 Alternating one partner at a time, scoop one sentence at a time in the second
paragraph, then read it aloud.
 Ask partners to give feedback on how the sentence sounded when read aloud.
 Ask students to repeat the task, but without drawing the scoops under the words
in the third paragraph.
 TTW listen carefully as each student reads to see if they are reading using
phrasing or by reading one word at a time.

Thinking Levels: Questions to engage students’ thinking

Remembering: What is phrasing?

Understanding: Show me what robot reading sounds like.
Applying: Can you read this sentence aloud using phrasing?
Analyzing: What’s the difference between robot reading and phrasing?
Evaluating: When I read this sentence am I robot reading or phrasing?
Creating: Uncover a sentence, then draw how it would be read using phrasing.

Accommodations: Differentiating to meet student needs

1. Remediation/Intervention- If student is struggling give them a simpler passage, or do

the first scoop or two for them.

2. Extension/Enrichment- If student finishes quickly ask them to repeat the task with a
longer or more complicated passage.

Methods, Materials, and Integrated Technology:

1. Materials and Integrated Technology-

 Document Camera
 Projector
 Copies of passages
 Pencils/pens/markers

F. Modeling: I Do
SHOW/TELL (Visual/ Verbal Input)
HOW/WHAT (Questioning and redirecting)
 Model how to use strategy by uncovering the first paragraph of the passage. Think aloud
and place scoops under the words, then read sentence aloud using the phrases that
were scooped.

G. Checking for Understanding

Samples of questions to be asked
Ways in which students will respond and be engaged
 Danielle Minster

Formative assessment strategies to be implemented

 Does it sound better when you read by scooping or when you read one word at a
time? Why?
 What words should be scooped together in this sentence?
 Turn and talk with a partner about why it might be good to read by scooping up
words like this.

H. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility accomplished?
 Uncover the first sentence of the second paragraph scoop first phrase and ask for
a volunteer to identify which words to scoop together.
 Read sentence aloud together as a class once all phrases have been scooped.
 Repeat process until the second paragraph has been scooped.

I. Collaborative (You Do Together) and/or Independent Practice (You Do)

What practices will be demonstrated/modeled?
 Ask students to work as a team to scoop up the words in the first paragraph of
the second passage.
 Read the paragraph aloud to ensure that it makes sense.
 Alternating one partner at a time, scoop one sentence at a time in the second
paragraph, then read it aloud.
 Ask partners to give feedback on how the sentence sounded when read aloud.
 Ask students to repeat the task, but without drawing the scoops under the words
in the third paragraph.

Collaborative

J. Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
 TTW will restate “I Can” statement.
 TTW draw a few sticks, students will take turns reading a sentence aloud from
passage, using phrasing.
 TTW connect this to the upcoming tests after break, and how we ask students to
use their fingers to track when reading.

K. Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
 Danielle Minster

What formative assessments will be used to inform instruction?

 If students read aloud a sentence without reading the words one at a time, the
lesson objective has been met.

L. Reflection (This piece is done during debriefing with field coordinator)

How do you know that the objective(s)/target(s) was met? What is your evidence?
Using your assessment data how will you change the lesson or instruction for the next
time?
How well did the students perform/respond? Were all my students engaged?
How was my timing?
How many students struggled? What will I do to help the student(s) who struggled?
What will I do to extend the learning for those students who met target?
What did everyone know? What did no one know? Were there any surprises?

Passages:
Passage for I do & We do
Soldier’s Letter

My dear Mother,

It is a very hard time we are having here at Valley Forge. We have little food. I am so glad

you made me take the blanket with me when I left. It was a lot of trouble carrying it with me,

but every day I use it. I sit huddled under it in the very cold snow and ice. I have two friends that

I often share it with. I cut it into three pieces, and each of us has one part. They thank you, too.

When we first came here, George Washington told us it would be hard. But I had no idea

it would be so very difficult. There are not many people around to help us. We went to a farm

yesterday to beg for food. But the farmer shouted at us to leave. He said he hoped we would

just go home and stop this fighting. He does not understand that we are fighting for his

freedom, too.

Center for Urban Education, DePaul University © 2005 http://teacher.depaul.edu

 Danielle Minster

Passage options for You do

The Elves and the Shoemaker (5th grade level)
Once upon a time there was an honest shoemaker who was very poor. He worked as
hard as he could, and still he could not earn enough to keep himself and his wife. At last there
came a day when he had nothing left but one piece of leather, big enough to make one pair of
shoes. He cut out the shoes, ready to stitch, and left them on the bench; then he said his
prayers and went to bed, trusting that he could finish the shoes the next day and sell them.
Bright and early the next morning, he rose and went to his workbench. There lay a pair
of shoes, beautifully made, and the leather was gone! There was no sign of anyone having been
there. The shoemaker and his wife did not know what to make of it. But the first customer who
came was so pleased with the beautiful shoes that he bought them, and paid so much that the
shoemaker was able to buy leather enough for two pairs.
Happily, he cut them out, and then, as it was late, he left the pieces on the bench, ready
to sew in the morning. But when morning came, two pairs of shoes lay on the bench, most
beautifully made, and no sign of anyone who had been there. It was a puzzle. That day a
customer came and bought both pairs, and paid so much for them that the shoemaker bought
leather for four pairs, with the money.
enter for Urban Education, DePaul University © 2005 http://teacher.depaul.edu

Letter to Grandmother (4th grade level)

Dear Grandmother,
Our family has moved to this new place. It is a small place right now, but my father says

it will grow. Right now, if we need something we have to make it or trade for it. My mother says

we will be able to buy things at a store soon, but there is no store right now.

It took us such a long time to get here. We traveled by wagon first and then we traveled

by boat. We carried our things in a big trunk and it was so heavy that it fell off the boat. It was

made of wood, so it floated. Father got them to turn the boat back so we were able to go back

and get the trunk.

 Danielle Minster

I remember where we used to live. There were stores and we had friends, too. But

father said we should move here because we would have a better life. I still miss my friends. I

have met children who live near us and I hope they will be my friends.

Center for Urban Education, DePaul University © 2005 http://teacher.depaul.edu

The Lion and the Spider (3rd grade level)

It was a sunny day in the grassland. The lion had slept well. It was fierce when it hunted.

But today it was not hungry yet. It would hunt for food later in the day. Right now, all it wanted

to do was relax. It stretched out and watched the grass.

Then it noticed a spider. The spider was climbing on a plant. Then the spider jumped to

the next plant and left a string between them. It was making a web. The lion watched for a

while. “How clever you are,” it said to the spider. “How did you learn to do that?”

The spider said, “My mother showed me how to do this. I learned from her. And I have

taught my children how to make webs.”

Center for Urban Education, DePaul University © 2005 http://teacher.depaul.edu