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EDU 740 – Supporting Literacy Development

Week 7: Mini-unit/Lesson Plan Series

Kathleen Duggan

10-11-10

Background:

I begin lesson-planning by using the UBD model [Understanding By Design], and I start by posing a question

related to an over-arching topic, or “Big Idea.”

The “Big Idea”:

Activating thinking during independent reading improves fluency and comprehension and teaches students to

respond literally, inferentially, creatively and cognitively as they read.

Question: How will guided instruction in fluency-building and in applying independent reading strategies

improve reading comprehension for my students who are struggling readers?

Goal:

My goal is to guide my students to become active participants in their independent reading, rather than

passive readers, through modeling of fluency with prosody and by practicing application of reading strategies

using visualization and by making text-based connections.

Proposed Strategies/Activities:

I am using visualization and modeling of active-thinking-while-reading to provide experiential learning

intended to maximize the opportunities for my students to internalize fluency and comprehension strategies.

I call this instructional model, “TWIRP,” for Thinking While I’m Reading Practice. *

My TWIRP model is one that I first introduced to students last year as part of my personal professional

development plan to improve fluency and comprehension for my 5th grade special education students with

significant deficits in these areas. It was extremely well-received by my students, who often asked, “Can we

please TWIRP today?” Progress was also noted and documented in end-of-year assessments demonstrating

improved comprehension for independent reading.

* [see Addendum on page 11 with research basis for my TWIRP model]

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Implementation Plan: Using the TWIRP model

I have taken a fiction reading selection, a fable, The Shepherd Boy, and rewritten it in my TWIRP format to

allow for “thinking” and “visualizing” breaks throughout the reading. We will stop to discuss word choice and

use context clues to infer meaning. We will also stop to create visual images based on what we have read and

then do a quick drawing [2-minute timer] to represent what we see in our mind’s eye. Students will be given

opportunities to share their drawings with the class using the document camera.

Using technology to enlarge and project the reading selection on a screen, I will initially guide students through

the selection as we read chorally. I will model fluency through pacing and prosody, stopping at the designated

points to model strategies to activate thinking: questioning, visualizing/illustrating, etc. Students will be

interactive participants in the process, visually and orally modeling their responses to the class, and over-time

and with experience, even taking on the role of “student as the teacher” by guiding their classmates through

the process. Through repeated practice of these strategies, my intent is that students will begin to read more

fluently and assume more independent responsibility for their own thinking, demonstrating improved

comprehension as the process progresses.

The Enduring Understandings:

During independent reading at the student’s reading level, the student will apply strategies to:

Predict outcomes

Anticipate events

Record feelings

Recall details

Write dialogue

Visualize; illustrate scenes

Draw conclusions/ use context to infer meaning

Form opinions

Anticipated Evidence: Progress-Monitoring Over Time

Videotaping of student participation in modeling strategies at beginning of year and end of year to use

as a tool to direct instruction and reflect on effectiveness of instruction.

Data Gathering: qualitative/quantitative [benchmark assessments, student work samples, projects:

fall/mid-yr./spring]

Anecdotal notes/journal of observations [narrative/reflective]

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UBD Lesson Planning Guide: Mini-Unit/Lesson Plan Series Date: 09-27-10

Teacher: Kathleen Duggan – Special Education Teacher

Grade: 5th grade

Students: 9 students with a range of disabilities and with reading levels from grades 2.1-3.2

Class Setting: Resource Special Education Classroom – Small Group Instruction- Language Arts/Reading.

1. What are the objectives of this lesson? [See attached Reading Lesson Plan- Part 1 and 2]

Objective(s)

The students will read and identify story elements in a fiction selection and use this understanding to

explain why the author chose particular words and phrases to tell the story.

The students will used learned strategies *TWIRP: Thinking While I’m Reading Practice+ to demonstrate

comprehension.

2. Where are you in your teaching?

Students are practicing active reading using our TWIRP model to think and visualize as they read.

For this lesson series, students are participating in a week-long reading unit on identifying story elements,

character development and word-choice in fiction.

Students will review how to map the story elements in fiction selections. Extension activities for this lesson

series will continue beyond this week’s reporting and culminate in a project assessment using student-

created presentations in Power Point format [see Part 2 Reading Lesson Plan].

3. What teaching/learning activities and methods will be used?

The following activities will be used:

Use of technology: Document camera and projector to provide interactive opportunities and facilitate

teaching and learning. Computers will also be used to access websites and to use the Kid-Pix and Power

Point program for an extension slide-show project development.

Use of our class model of “TWIRP-ing” which has students using strategies emphasizing questioning,

modeling, observing, visualizing.

Whole group and small groups[partners/teams] will be used to provide modeling and allow for

differentiation in reading and ability levels and to encourage collaboration in activities and projects.

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4. How are you going to know if students have learned?

Student comprehension and acquisition of skills will be assessed by:

Observation of student team and independent work

Student performance on assigned activities: story-mapping, vocabulary and character development

worksheets, writing response.

Participation in class discussions.

Power Point project - Part 2 Extension will be done in future lessons over a language arts instruction

timeline [beyond this reporting time for this UNE assignment].

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PART A- The Lesson READING Lesson Plan – Part 1 – Identifying Story Elements - Using “TWIRP” (Thinking While I’m Reading Practice)

__________________________________________________________________________________________

Organizing Topic: Literacy Focus: Fluency and Comprehension of Fiction

Related Virginia Standard(s) of Learning: 5.4(a, c), 5.5(b, c, e)

5.4 The student will read fiction and nonfiction with fluency and accuracy.

a) Use context to clarify meaning of unfamiliar words.

c) Use dictionary, glossary, thesaurus and other word-reference materials.

5.5 The student will read and demonstrate comprehension of fiction.

b) Describe character development in fiction and poetry selections.

c) Describe the development of plot and explain how conflicts are resolved.

e) Describe how an author’s choice of vocabulary and style contributes to the quality and enjoyment of

selections.

Learning Objective(s)

• The student will model active reading to read and identify story elements in a fiction selection and use this

understanding and story context to determine meaning of text and to explain why the author might have used

particular words and phrases to tell the story.

Materials needed

• Copy of a blank story map graphic organizer

• Sticky Post-It Notes

• Copies of the fiction reading selection [fable, The Shepherd Boy, modified to follow TWIRP model]

• Student handouts: a familiar story structure organizer (including setting, characters, problem, events and

ending), character development, word choice and writing response worksheets.

• Dictionary

• Projector, document camera, computer

Day 1: Lesson Procedure

1. Tell the students that you are all going to read a fiction story, and specify that it is a fable. Ask them to use

their knowledge of fiction (fable) story structure to predict the story elements that they expect to be part of a

fiction story. As students identify each element of story structure, list it on the board: setting, character,

problem, events and ending/lesson or moral.

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2. Use the document camera to project a blank story map. Have them write each element on a Sticky Note and

call on students to come up to the board to place the notes in the appropriate space on the story map.

3. Pass out copies of the reading selection and use the document camera to project the selection on to the

white board. Ask students to listen to the story and to read aloud in unison as you read it [Choral Reading],

stopping to use think and read strategies [TWIRP-ing] and sharing student responses, written, oral and

illustrated using the document camera and projector. [See attached TWIRP activity for, The Shepherd Boy]

4. After reading together, ask students to talk in groups or as partners to collectively retell the story. Circulate

to understand the level of detail the students recall. Choose groups to share their retelling with the class.

Day 2: Lesson Procedure [continued]

5. Explain that while students have done a good job remembering the story, they will be able to gather more

details if they reread the story, looking specifically for details related to the setting, character, problem, events

and ending. To do this, each person in the group will have specific elements of the story that he or she will look

for and code on their copy of the story.

6. Explain that to code a text is to mark it in a way that identifies specific information. Discuss with the class

various ways to code the story for each of the elements. For example, the person looking for details of setting

might use a yellow highlighter to mark over words or phrases that are setting details, might underline or circle

the words or phrases or might write “setting” next to a paragraph that primarily gives details about the

setting. The person tracing the events may want to put a 1 by the first thing that happens, a 2 by the second,

and so on. As each element is discussed, record the coding idea next to that element on the board.

7. Each group decides who will code which of the story elements and work together to mark their text.

8. When the groups have completed coding the story elements, ask them to follow along and check their coded

text as the class rereads the story aloud together.

9. Explain that their groups will now work collaboratively to complete a story structure organizer. Use the

document camera to project a copy of a familiar organizer and ask if students understand what they are to do.

Clarify the task as needed.

10. Have students present their completed story maps to the class using the document camera.

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Day 3: Lesson Procedure [continued]

11. Continue sharing story maps from the previous day as needed, and review the story structure model.

12. Re-read the story together *chorally+ and reinforce the pace, intonation and “TWIRP” strategies throughout

the reading.

13. Pass out vocabulary-word choice and the character development worksheets and project with document

camera. [See attached worksheets]

14. Ask students to review the words and phrases they marked in the text and selected to record on the story

structure organizer in the previous lesson. Lead the class in a discussion of the author’s vocabulary choice,

asking students to identify words or phrases that stand out, what makes them stand out, and why the author

might have used that particular word or phrase. Ask how word choice enhances the setting, characterization,

plot, or overall impression of the story.

15. Model with students how to complete the vocabulary-word choice and character development worksheets

and ask students to continue to complete them.

16. Pair or team students as needed to differentiate for students who benefit from peer support to complete

the worksheets. Provide teacher guidance, prompting or assistance as needed.

Day 4: Lesson Procedure [continued]

17. Re-read the story together *chorally+ and reinforce the pace, intonation and “TWIRP” strategies throughout

the reading.

18. Have students continue to work on and complete vocabulary and characterization worksheets.

Writing Response:

Have students complete the writing prompt: Real World Connections [see attached writing prompt]

Write about a time you know when someone caused a problem when they didn’t tell the truth.

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Extension:

READING Lesson Plan – Part 2 – Story Elements and Technology* __________________________________________________________________________________________

Organizing Topic: Literacy Focus: Fluency and Comprehension of Fiction

Related Virginia Standard(s) of Learning:

5.3 The student will make planned presentations. a) Determine appropriate content for audience. b) Organize content sequentially or around major ideas. c) Summarize main points before or after presentation. d) Incorporate visual aids to support the presentation. e) Use grammatically correct language and specific vocabulary.

Learning Objective(s)

The student will read and demonstrate comprehension and understanding of story elements of a fiction

selection [fable]

The student will use Kid-Pix and Power Point to create a slide-show presentation to identify the story

elements in a fiction selection and retell the story.[See attached project rubric]

Materials needed:

Computer to access and choose a fable from websites

Website links to review

http://www.pubwire.com/DownloadDocs/AFABLES.PDF http://www.umass.edu/aesop/fables.php

Slide-show graphic organizer

Kid-Pix and Microsoft Power Point program

Project Rubric

Lesson Procedure:

1. Project Power Point sample from website link and review samples

2. Explain that students will be using Kid-Pix and Power Point to create their own slide-show presentation of a

fable of their choosing to be presented to the class.

3. Hand out slide-show graphic organizer and use document camera to review how they will use it to plan the

slides and text.

4. Explain that students will be working in teams of three and will collaborate on the presentations.

5. Hand out the project rubric and review the components, expectations and timeline.

6. Ask and answer questions and then tell students to begin working with their teams.

* This extension lesson will take place over an instructional timeline in the coming weeks.

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PART B- Teacher Reflection – Critique of the Lesson _________________________________________________________________________________________ READING Lesson – Part 1 – Using “TWIRP” (Thinking While I’m Reading Practice) Strengths:

The lesson was very engaging and maintained student focus.

The choral reading provided a model so students were able to follow pace and mimic expression.

The “chunking” of text with stopping points allowed students to visualize and make connections and

also helped to sustain attention.

The opportunity to share responses through text connections and illustrations provided for the range of

learners to show their strengths. Students clearly showed pride in their work. The drawings were

amazing and even included dialogue and thought bubbles. The oral responses were thoughtful and

improved as the lesson progressed and students benefitted from observing each other.

The use of the document camera added to the focus and allowed for kinesthetic experience as students

had movement breaks to come to the front of the class and share their drawings via the projector.

The graphic organizer supported students’ organization of the text and facilitated comprehension.

The TWIRP format prompts helped students to reflect upon what they were reading and build

comprehension.

The repetition of the reading selection each day provided a reinforcement of the fluent reader model.

Anticipating that they would be sharing their thinking through their writing and illustrations was an

added incentive for careful work and use of good handwriting, grammar and mechanics as well.

Weaknesses

Time management was challenging. Students wanted to continue drawing and it was initially difficult

to get them to refocus and move on. However, once they got used to the rhythm of the process, they

got better at drawing within the time frame and transitioned well throughout the reading and other

lesson activities and tasks.

Student Dynamic:

I developed this TWIRP model to specifically suit the needs of the students I teach who have deficits in

fluency and as a result are also weak in comprehension. My students are primarily passive readers who

will listen when read to or who will read a series of words in the text, but who will not attempt to

independently make connections during reading.

My small group of nine 5th grade students range in independent reading levels from grades 2.1 to 3.2.

They are struggling with decoding and have little or no expression when they read.

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This lesson series is geared toward these students to guide them through direct instruction and provide

modeling of fluent reading and application of reading strategies to improve comprehension.

Lesson Modifications:

This lesson was modified to follow my TWIRP model. I took a fable and rewrote it in the TWIRP format

to allow for the necessary stop and think points so that my students could visualize the text.

For my students who have a difficult time “getting off go,” I made a point to first choose my stronger

students to come up and share their drawings or to share their thoughts. These student models helped

their more reluctant classmates who were then able to get the idea, follow the routine and were soon

ready to share themselves.

Unique Qualities of Lesson:

This lesson is different from typical lesson plans because it requires abundant teacher-direction and

because it is chunked into the frequent stopping points as checks for understanding which do not

typically occur quite as often in most lessons.

The multiple opportunities for students to share their thinking throughout the lesson also made this

plan somewhat different from others.

The frequency of repeated reading is also at a higher level than most lessons.

Changes to the Plan Model:

It was necessary for me to extend the planned timeline for this lesson series. Due to several factors, I

required more than my originally planned four days to execute Part 1 of my lesson plan. Beginning of

year data-collection/assessments had our academic schedule changing regularly. Also, I found that my

students were very engaged in this lesson and activities and they were really working hard. The time

they needed to really benefit from the process was longer than expected. I wanted to honor their

dedication to the lesson and I was more than happy to give the lesson some extended time. We added

one more day to the original four-day lesson [Part 1].

The extension component: Lesson Part 2: Story Elements and Technology, is a project-based assessment

and will be completed over the next few weeks during time allocated for project work in the language

arts instructional block each day.

My hope is that through repeated practice of these strategies, my students will internalize the fluency model

and begin to assume more independent responsibility for their own thinking during reading. My expectation is

that they will demonstrate improved comprehension as they became proficient in the process. I also feel

empowered by the use of technology in my instruction as well as the enthusiasm my students expressed in their

active participation in their learning.

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ADDENDUM: Research Basis for Instructional Model: TWIRP __________________________________________________________________________________________

I believe that fluency is necessary to ensure high levels of reading achievement because good fluency depends

on and reflects good comprehension. If a reader has not developed fluency, the effort to decode words drains

attention, leaving limited attention available for constructing the meaning of texts. Students who are able to

decode but do not make the necessary connections to infuse expression are also demonstrating both a

symptom and a cause for their inability to derive meaning from the text. These descriptors are representative

of my students.

In the Report of the National Reading Panel (NICHD, 2000) and The Literacy Dictionary (Harris & Hodges,

1995): Reading fluency is defined as efficient, effective word recognition skills that permit a reader to construct

the meaning of text. Fluency is manifested in accurate, rapid, expressive oral reading and is applied during, and

makes possible, independent reading comprehension.

In support of that definition, theorists propose that there are two primary ways in which fluency plays a part in

learners' reading development (Kuhn & Stahl, 2003; National Institute of Child Health and Human

Development, 2000; Samuels, 1979, Schreiber, 1991). The first involves the development of automatic word

recognition and the second deals with prosody, or those elements of fluency that allow oral reading to sound

like spoken language. Their research suggests that readers are only able to use prosody correctly when they

become aware of the connection between written and oral language. Therefore, the correct use of these skills

is a valid indicator of a reader's comprehension of the material because without this understanding it would be

impossible to apply these skills appropriately. This ability develops when students are given opportunities to

listen to and read along with skilled models of expressive reading (Stahl & Kuhn, 2002).

The Report of the National Reading Panel (NICHD, 2000) highlighted attention to fluency, with the panel’s

review largely theorizing that “fluency develops from reading practice.” Research also shows that a variety of

procedures based on repeated readings can help readers to improve their fluency and that students who are

non-achieving in reading may need more guidance and support in order to develop fluency.

This is especially true for my struggling readers who have disabilities impacting their abilities to develop these

skills and necessitating targeted support. My TWIRP model was born as a method to provide this support and

to achieve my goal of guiding my students to become active participants in their independent reading, rather

than passive readers, through modeling of fluency with prosody and by practicing application of reading

strategies using visualization and making text-based connections.

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References:

Fountas, I.C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann. Harris, T.L., & Hodges, R.E. (1995). The literacy dictionary: The vocabulary of reading and writing. Newark, DE: International Reading Association.

Heckelman, R.G. (1969). A neurological-impress method of remedial-reading instruction. Academic Therapy, 4, 277–282. Kuhn, M.R., & Stahl, S.A. (2000). Fluency: A review of developmental and remedial practices. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement. LaBerge, D., & Samuels, S.J. (1974). Towards a theory of automatic information processing in reading. Cognitive Psychology, 6, 293–323.

Mathes, P.G., & Fuchs, L.S. (1993). Peer-mediated reading instruction in special education resource rooms. Learning Disabilities Research & Practice, 8, 233–243.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00- 4769). Washington, DC: U.S. Government Printing Office.

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Name: __________________________________________ Date:_____________________ Aesop’s Fable

THE SHEPHERD BOY There was once a young Shepherd Boy who tended his sheep at the foot of a snow-capped

mountain near a dark forest.

What do you think “TENDED” means?

_____________________________________________________________________________ _____________________________________________________________________________

DRAW A PICTURE OF THE SHEPHERD BOY TENDING HIS SHEEP

It was rather lonely for him all day, so he thought upon a clever plan by which he could get a

little company and some excitement.

What do you think “CLEVER” means?

_____________________________________________________________________________ _____________________________________________________________________________

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The Shepherd Boy rushed down towards the village crying out “Wolf! Wolf!” and the concerned villagers came out to meet him. Some of the villagers stopped and stayed with him for a considerable time.

DRAW A PICTURE OF THE SHEPHERD BOY AND THE VILLAGERS

How do you think the shepherd boy felt when the villagers came? _____________________________________________________________________________ _____________________________________________________________________________ This pleased the boy so much that a few days afterwards he tried the same trick. Again, he

rushed down toward the sleepy village.

What do you think he said to the villagers? _____________________________________________________________________________ _____________________________________________________________________________

Again the villagers came to his help and again there was no wolf to be seen.

How do you think the villagers felt then? _____________________________________________________________________________ _____________________________________________________________________________

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Shortly after this, the Wolf actually emerges from the forest. Upon seeing the Wolf leering at

them from the fringes of their pasture, the sheep began to worry.

What do you think “Leering” means?

_____________________________________________________________________________ _____________________________________________________________________________

DRAW A PICTURE OF THE SHEEP AND THE WOLF.

The Shepherd Boy was worried too.

Why do you think the shepherd boy was worried?

_____________________________________________________________________________ _____________________________________________________________________________

Fearing for his sheep, the boy of course cried out “Wolf! Wolf!”, still louder than before.

What do you think the villagers will do this time?

_____________________________________________________________________________ _____________________________________________________________________________

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But this time the villagers, who had been fooled twice before, thought the boy was again

deceiving them, and nobody stirred to come to his help.

What do you think “DECEIVING” means?

_____________________________________________________________________________ _____________________________________________________________________________ So, with no one to stop him, the ravenous Wolf made a good meal of the boy’s flock.

When the boy complained to the villagers, the wise man of the village said:

“A liar will not be believed, even when he speaks the truth.”

DRAW A PICTURE SHOWING HOW THE SHEPHERD BOY FEELS NOW.

What Lesson Did The Shepherd Boy Learn?

_____________________________________________________________________________ _____________________________________________________________________________

_____________________________________________________________________________

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Name: __________________________________________ Date:_____________________ Aesop’s Fable

The Shepherd Boy Vocabulary – Word Choice: [5.4 a,c], [5.5 e]

Fill in the chart below to show how the author’s word choice was used in this story. [Use a dictionary to find the definitions of unfamiliar words]

Word or Phrase Story Element it Describes How does this word or

phrase add to the meaning of the story?

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Name: __________________________________________ Date:_____________________ Aesop’s Fable

The Shepherd Boy Character Development: [5.5 b]

Fill in the chart below to describe how the characters change as the story develops.

The Shepherd Boy The Villagers

B

egin

nin

g

B

egin

nin

g

M

idd

le

M

idd

le

End

End

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Name: __________________________________________ Date:_____________________ Aesop’s Fable

The Shepherd Boy

Story Elements: 5.5 (c)

Fill in the story map below to identify and summarize the story elements.

Setting

_________________________________________________ _________________________________________________

Characters

_________________________________________________ _________________________________________________

Problem/Conflict

_________________________________________________ _________________________________________________

Event

_________________________________________________ _________________________________________________

Event

_________________________________________________ _________________________________________________

Event

_________________________________________________ _________________________________________________

Ending/Resolution

_________________________________________________ _________________________________________________

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Name: __________________________________________ Date:_____________________ Aesop’s Fable

The Shepherd Boy Real World Connections Write about a time you know when someone caused a problem when they didn’t tell the truth.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name: __________________________________________ Date:_____________________

STORY MAP

Story Elements

Use with document camera to model story structure

Title

Setting

Characters

Problem -

Conflict

Event

Event

Event

Resolution

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Name:____________________________________________ Date:________________________________

Project Rubric

Fable:_______________________________________________________________

Requirement 3 Exceeds

Expectations

2 Meets

Expectations

1 Below

Expectations

Total Score

Organization and

Planning

made an outline or

idea map or storyboard to organize thinking.

checked work and

proofread plan before creating the final copy.

made a plan to

organize thinking.

checked work before

creating the final copy.

did not make a useful

plan to organize thinking.

didn’t check work and

proofread plan before creating the final copy.

Team Work

always worked

cooperatively with teammate/s

shared many ideas

listened to all the

ideas of teammate/s

stayed on task always

with a positive attitude

worked cooperatively

with teammate/s most of the time.

shared 1 or 2 ideas

listened to ideas of

my teammate/s

stayed on task most

of the time.

didn’t work

cooperatively with teammate/s

did not share ideas

didn’t listen to the

ideas of teammate/s

was not on task

Slide Show Presentation

used meaningful and

interesting text and pictures.

used a lot of robust

vocabulary and proper grammar and punctuation in the text.

included all story

elements in a logical sequence, a strong ending and a moral to the story.

used appropriate text

and pictures.

used some robust

vocabulary and proper grammar and punctuation in most text.

included story

elements in sequence, an ending and a moral to the story.

did not use

appropriate text and pictures.

did not use robust

vocabulary and had mistakes in grammar and punctuation in the text.

story elements are not

in logical sequence, no ending and no moral to the story.

Total

+ + + = ________

Grade

8-9= A 6-7=B 4-5=C 2-3=D 0-1=E