Fluency Strategy Lesson

Teacher: Kyla Swanson

Grade Level: First Grade

Date: 25 April 2018
Format: Individual
Small Group
Individual
Guided instruction (including listen to
reading/read to someone) in the middle of
gradual release model
Strategy: Critical Literacy: Social Justice and Gender
Roles
Objective/Purpose/Instructional Goals: To stretch the students thinking on any
preconceived knowledge they may have about
gender roles, ask themselves why they think
that way, and lastly, act on this knew
knowledge that they have gained.
Texts/Resources/Materials: I want to be an Astronaut by Byron Barton
Image of Astronaut
Chart for pre-assessment and post-assessment
Vocabulary list
Images of vocab words
Assessment(s): Pre-Assessment: Student will visualize both
a boy and a girl and share their thinking with
the teacher. Student will fill out chart about
boys and girls. Student will listen to the word
astronaut and share what they know. Student
and teacher will go over vocab sheet. Student
will then look at a picture of an astronaut and
observe what they see. Are astronauts usually
boys or girls? Or does it not matter?
Formative Assessment: Student will answer
comprehension questions about the story.
What makes the girl different from the rest of

Brief outline (Activities):
the astronauts? What do you notice about all
the astronauts in the story? Who is strong in
this story? Who is weaker? Who is smart?
Who is not?
Summative Assessment: Student will fill out
second chart titled "What can boys and girls
do?" Student will show teacher how they will
let girls know that they can be strong as well.
1. Pre Reading: Teacher will ask student to
visualize a boy, then a girl. Student will share
their thinking with teacher.
2. Teacher will have a chart with BOYS on
one side and GIRLS on the other. Student will
fill out the chart with things that they think
boys like to do, then things girls like to do.
3. Teacher will ask student what kind of jobs
boys have and what kind of jobs girls have.
"It is okay for boys to have girls' jobs and
girls to have boys jobs?"
4. Teacher will ask student what they know
about 'astronauts'. Student will share their
thinking. Teacher will then show student a
picture of the astronaut to clear up any
confusion and to help the student visualize.
Crew, Shuttle, Outer Space, Mission, Gravity,
will also be words that teacher and student
will review. Written definition and images
will be provided. Student will look at pictures
and match them with the written definition.
(use tape) (as we read the student may add
more words to the list)
(Working with words, background
knowledge, SIOP).
5. During Reading: Read I want to be an
Astronaut by Byron Barton. Teacher and
student will echo read.
• Ask comprehension questions:
• Page 1: what do you notice about the
character? Boy or girl?
 • Page 10: do you see any other girls?
• Pause & Think: Do you have any
predictions? What questions do you
have? Try to visualize what you think
it would be like to be in space. Are
there more boys or girls?
• Last page: What makes the girl
different from the rest of the
astronauts? What do you notice about
all the astronauts in the story? Who is
strong in this story? Who is weaker?
Who is smart? Who is not?
(Listening to Reading, Guided Reading,
Working on Fluency and Comprehension)
5. Post Reading: We have just read a story
about a girl wanting to be something that
usually a boy does. What other things can
girls do that boys also do? Example: Girls can
play sports just like boys. After a few
minutes, ask what are some things that boys
do that girls also do? Example: Boys can wear
pink.
6. "Let's look back at the chart we made in the
beginning." Student will fill out new chart
asking about things that both boys and girls
can do.
7. Concluding question: (acting on knowledge
gained during lesson) How will you let girls
know that they can be strong and smart?

NOTES *Use this area to jot down any notes Critical Literacy: “Pushing past the surface
about the strategy or lesson. meaning to examine the social meanings of
texts is a reasonable beginning definition of
critical literacy” (Shannon, 2007, p.1).