- Melody Casey
- English Language Arts
- Material Type:
- Lesson Plan
- Upper Primary
- Creative Commons Attribution Non-Commercial
- English, Spanish
GEDB Immigration "I am . . .": Fluency (Lesson 2 of 10)
This lesson introduces Fluency Folders which are used as a daily beginning activity. They include the unit's vocabulary (taken from Lesson 1 activity) categorized by parts of speech and writing log. This establishes a daily routine in order for students to build their self-efficacy by practicing and tracking their time to read the vocabulary fluency list and using the vocabulary to write sentences. This routine also allows for grammar mini-lessons with word work when needed. This daily activity supports language development with classroom anchor charts that identify and define needed unit vocabulary, cognates and sentence types with samples. This unit is a foundational piece intended to be used as a beginning activity for most of the lessons in this unit. This is a 1 hour lesson. This lesson was developed by Tsianina Tovar as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.
This lesson introduces Fluency Folders which are used as a daily beginning activity. They include the unit's vocabulary (taken from Lesson 1 activity) categorized by parts of speech and writing log. This establishes a daily routine in order for students to build their self-efficacy by practicing and tracking their time to read the vocabulary fluency list and using the vocabulary to write sentences. This routine also allows for grammar mini-lessons with word work when needed. This daily activity supports language development with classroom anchor charts that identify and define needed unit vocabulary, cognates and sentence types with samples. Students will experience how an understanding of grammar conventions and nuanced meaning of vocabulary words promote a deeper understanding of the ideas presented in the text. This unit is a foundational piece intended to be used as a beginning activity for most of the lessons in this unit. This is a 1 hour lesson.
-ask students the following questions:
say-"Who knows what classification means?"
-give students time to respond
-pass out the Fluency Folders and ask them to look at the front cover (Vocabulary Fluency List):
say-"What do you see?"
Students should respond with, "vocabulary, words from the video and/or words from the Defining Map." (from Lesson 1)
say-"Yes, great job listening and taking notes the past two days. I used your notes to make our vocabulary list for the unit!" I have taken the words from your Defining Maps and our classroom Defining Map and created our vocabulary list for this unit. We will also use this list for our daily fluency practice."
say-"Look at the words and tell me how I classified them." and/or "Why would I group words together this way?" and/or "Why did I group certain words together?"
Students should begin to recognize how the words on the Vocabulary Fluency List are grouped together/classified by parts of speech (adjective, noun, verb, adverb, prepositional phrase), even if they can't explain it yet.
Learning Targets and Criteria for Success
L. 4.2, L. 4.6
L. 4.2, L. 4.6, W.4 Students will write clear sentences about immigration using specific words with correct capitalization, punctuation and spelling.
L 4.4b Students will begin to identify Latin roots/words
RF 4.4 Students will read with sufficient accuracy and fluency
Criteria for Success
The Language of Language Arts-Reading and Writing
I can read the unit's vocabulary words with my teacher.
I can begin to identify words in English that are similar in my language (Spanish, Moldovan, Romanian, etc.).
I can write a sentence with details using commas and the conjunction "and."
1-I can use cues for sounding out unfamiliar words with accompanying visuals.
3-I can show how to use punctuation cues to facilitate expression and fluency with visually supported text.
5-Apply strategies to adjust pace and expression while reading orally.
Writing Conventions & Mechanics-
1-I can identify basic conventions or mechanics in text (e.g., use of capital letters).
2-Differentiate uses of conventions or mechanics in illustrated sentences (e.g., those that end in periods or question marks).
3-Relate when to use conventions or mechanics in illustrated passages (e.g., commas to indicate a series).
5-Provide examples and reasons for use of conventions or mechanics (e.g., “Why do we need commas?”).
3) Classroom Anchor Charts (Three (3) large pieces of chart paper for the creation of the following):
(This lesson establishes routines and creates unit anchor charts to support understanding of daily tasks.)
a) "Vocabulary Defining" Poster (will include a vocabulary word, definition and picture)-
Example: Define 1-2 words a day
b) "Cognates" Poster (A chart with 2-3 columns for English/Spanish and/or any other Romance Language.)
Example: Explain 1-2 words per day
c) "Sentence Writing" Poster to model writing examples and expectations. (In lesson, will come from teacher or student volunteers.)
4) One Fluency Folder per student
This is used as a daily beginning activity for students to practice fluency and writing where students will "document their data" in reading fluency with "timed reads" with the teacher. This activity is to promote reading, fluency and spelling by using the words and academic language that will be seen in the unit, specifically from students' Defining Maps in Lesson 1. Vocabulary meaning will come with multiple exposure and in context throughout the unit. The goal of this activity is for students to feel comfortable with these words when they see them in text.
Timeline to establish this procedure:
1st week (15-20 minutes per day): The teacher will read the words and have students repeat to enforce the pronunciation of the words.
Remainder of unit (6-8 minutes per day): The students will read and write independently based on the Fluency Folder tasks, while the teacher works one-on-one with 2-3 students. This supports fluency and pronunciation. It also measures fluency timed reading with the teacher. This will serve as their "Documented Data" of learning.
-1 file folder per student (to make one Fluency Folder per student)
-Fluency Vocabulary Sheet (List)-(See attachment.)
-Writing Log consisting of 25 pages of lined notebook paper per student (stapled to the inside of the folder).
The Fluency Folder consists of 3 parts: Folder, Fluency Vocabulary SheetList (stapled on the outside) and a Writing Log with sheets of lined paper (stapled on the inside).
Vocabulary Fluency List
Daily Writing Log
Marzano , Robert J., et al. Classroom instruction that works: Research-based Strategies for Increasing Student Achievement. ASCD, 2001.
Learning Tasks and Practice
Lesson 2: At-A-Glance
-I can write a clear sentence that includes the five parts of speech.
(adjective, noun, verb, adverb, prepositional phrase)
-I can write a sentence that includes correct capitalization, punctuation and spelling.
How does word knowledge help me understand language?
Write a simple sentence using one word from each column: adjective, noun, verb, adverb and prepositional phrase.
Introduction of the Fluency Folders: (40 minutes)
Fluency Folders are used as a BEGINNING DAILY ACTIVITY. The first week, Fluency Folders take about 15 minutes, but once introduced, the activity takes about 6-8 minutes at the beginning of class every day.
Fluency Vocabulary Sheet (List):
-pass out students' Fluency Folders.
-introduce the Fluency Folder Components: Vocabulary, Parts of Speech, and Writing Log.
-model fluent reading, pronunciation and articulation of the unit's vocabulary and have students echo read.
-focus on listening to students' pronunciation and articulation of the words.
-have students document today's date and the time it took to read the fluency list as a class (bottom right portion of Fluency Vocabulary Sheet-List).
(The purpose is to model how the students will document Fluency Timed Reading for future lessons.)
-take time to review grammar components in a mini-lesson if needed.
-allow volunteers to read (out loud) a category independently or have boys vs. girls by column (ex: boys read: adjectives, verbs, prepositional phrase and girls read: nouns, adverbs and countries out loud----Teacher can support/lead both groups if needed).
-write the following sentence on the board:
The determined student studied faithfully every night.
-ask students the following questions: (Label the sentence/diagram the sentences with the parts of speech as students respond.)
"What is the noun of the sentence?" or add "Who/what is/are it talking about?"
"What is the verb of the sentence?" or add "What is the student doing?"
"What is the adjective of the sentence?" or add "What is the student like?"
"What is the adverb?" or add "How does the student study?"
"What is the prepositional phrase?" or add "When or where does the student study?"
"What do you notice about the words that we have written above the sentence?"
Students should begin to recognize the five parts of speech as categorized/classified on their Fluency Folders.
-remind students how they labeled the sentence:
The determined student studied faithfully every night.
-say the following and ask for the grammatical names, "adjectives, nouns, verbs, adverbs, prepositional phrases" to ensure that students become comfortable with the names of the parts of speech. You can turn it into an acronym for later reference, "ANVAP" if helpful.
-say, "Now, we are going to make a detailed, simple sentence about immigration using the words from your Fluency Vocabulary List."
"Let's look at the vocabulary. Let's start with a noun...who or what do you want to write about?"
write the noun the class picks----(for example, "immigrant")---on "Sentence Writing" poster (model for future reference).
"Which adjective should we use to describe immigrant?"
write the adjective the class picks----(for example, "brave")---to the "Sentence Writing" poster (model for future reference).
"What verb is the immigrant doing?"
write the noun the class picks----for example, "flee"---to the sentence (may need to correct the verb tense at the end).
"Which adverb describes the verb?"
write the adverb the class picks----for example, "desperately" to the sentence.
"Which prepositional phrase tells us when or where our immigrant did this?"
write the prepositional phrase the class picks---for example, "across the sea" to the sentence.
-read the sentence out loud and ask if it sounds correct. "Brave immigrants flee(fled) desperately on the ship." "What is missing?"
Independently or with teacher guidance, students should be able to add the word "The," any missing words (articles) and correct the verb tense to make it a complete sentence. Remind them the importance of rereading their writing to make sure it makes sense and sounds correct.
-write the modeled sentence in their writing log. When they are done, they will write their own simple sentence in their writing log below the sample sentence.
-write a new original sentence on their own using the Writing Prompt:
"Write a simple sentence using one word from each column: adjective, noun, verb, adverb and prepositional phrase."
-call on a volunteer to share their sentence, and the teacher will write it below the modeled sentences on the "Sentence Writing" poster for other students. While the teacher is writing,
the teacher will...
-call on a student to repeat what the volunteer said. If the student needs it repeated, ask him or her to say, "Can you repeat that please?"(Have as many students repeat this as possible as teacher writes down the volunteer's sentence. Note: Write slowly and say, "I need someone else to read it for me because I am a slow writer and can't remember what ____ said. Thank you for helping me." (This encourages the struggling reader or the Newcomer to volunteer to repeat what was said by allowing them to hear it repeated several times before they attempt to "read" it/say it on their own.)
Introduction of Class "Cognates" Poster and "Vocabulary Defining" Poster: (15 minutes)
-introduce the two new class charts/posters/anchor charts: "Cognates" and "Vocabulary Defining."
These are treated like "parking lots"---meaning that each day the teacher will pick a volunteer, who has vocabulary words to discuss, and have them write their words on either/both posters. Teacher will discuss these student selected words.
Cognates Chart (2-3 Columns):
(Cognates: having the same linguistic derivation as another-from the same original word or root. Some languages that share Latin-based words are Spanish, French, Italian, Moldovan, and Romanian).
If you have any of these Language Learners, start with the obvious words of the unit by saying and writing the following words in the left column of the chart (English):
"Immigration is the English word, who knows the word in Spanish?" or other Romance language (a dictionary in that language is helpful)
Students should be able to say...."inmigración"-Spanish or the teacher can provide the word.
"Liberty is the English word...who knows the word in Spanish?" or other Romance language
Students should be able to say..."libertad"-Spanish or the teacher can provide the word.
"What do you notice about these two words in English and Spanish?"
Students should be able to recognize that they are similar in spelling and pronunciation. If needed, add more words for practice. The following words may be helpful since they are three of the main subtopics (in Spanish) in this unit (introduced in Lesson 3):
Cause=Causa, Effect-Efecto, Emotions=Emociones
Vocabulary Defining Chart (2-3 Columns):
By now, students are starting to notice and ask what words mean, and this chart is where students can write a word of their choosing that will be explained by the teacher during this time. This involves them in the process of the words that will be discussed. This will lead students to use context e.g., definitions and examples as a clue to the meaning of a word or phrase when they are reading.
-ask the students to look at their fluency vocabulary list and pick a word they would like defined.
-give a brief description with a picture.
-have students add the definition/picture next to the word on their Vocabulary Fluency list.
-define 2-3 words per day.
-collect Fluency Folders daily.
Collecting and Documenting Evidence of Learning
- practice fluency and begin to track their data using the unit's vocabulary.
- complete entrance task.
- complete daily writing task.
- identify vocabulary to develop and deepen understanding of the word meanings.
- write simple sentences.
- write a simple sentence.
- read fluently known and unknown words.
- show knowledge of cognates.
Student Self-Reflection and Action Steps
The Fluency Folders daily routine encourages students' self-belief that they are in control of their learning. They enjoy starting the lesson daily with self-competition by trying to "beat" their previous time. This is powerful since most students enjoy achieving goals that are important to themselves. This increases their confidence and engagement in learning because they become familiar with the language and are more willing to use it in speaking and writing during the lesson.
-During the first few days, take time to set up and establish routines. After that, these routines should only take about 6-8 minutes at the beginning of class.
-This routine starts most the the unit's lessons with fluency practice and writing. It provides time for the teacher to work with individual students one-on-one to monitor reading skills, pronunciation, articulation and writing. It also cultivates an interest in the students to engage in reading, writing and speaking about the unit topic because they are using the exact language needed to communicate their ideas on a daily basis and increase their fluency quickly and confidently.
-A grammar mini-lesson may be needed to review adjective, noun, verb, adverb and prepositional phrase.
Extended Learning Opportunities
Fluency Folders (Writing Log)-
For students that finish early and see the pattern of this writing, they tend to want to write more and more. This is a great time to let them practice because the writing task is progressive and become more challenging
Teacher Reflection of Learning
The motivation is visible when implementing Fluency Folders and is a quick and efficient way to practice vocabulary.
This is motivational because I usually have them walking in the door saying, "I have a word!"