Olivia Mayszak
Final Lesson Plan 2
Learning Standard: Read with sufficient accuracy and fluency to support comprehension
(CCSS.RF.2.4)
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
(CCSS.RF.2.4.b)
PLOP: Carl is in the 2nd grade. He is successful in comprehension but struggles in decoding and
fluency. He currently reads an Early Success level 1 book equivalent to a first grade book with
92% accuracy and reads 24 wcpm. In his reading assessment of the Early Success level 1 book,
he achieved a prosody score of 5 out of 12.
Lesson Objective: Given 12 fluency sentence sailboats and the passage Jose and the Sailboat,
students will be able to independently read Jose and the Sailboat out loud with 90% accuracy,
read 40 wcpm, and earn a prosody score of 8 out of 12 (Zutell & Rasinski, 1991) by the end of 3
lessons.
Materials:
•
•
•
12 fluency sentence sailboats for each student
Jose and the Sailboat for each student
Whiteboard/dry erase marker
*Adapted from:
http://schools.dcsdk12.org/education/page/download.php?fileinfo=MV9wZGZzYW1fMi0zRmx
1ZW5jeV8zLnBkZjo6Oi93d3cvc2Nob29scy9zYy9yZW1vdGUvaW1hZ2VzL2RvY21nci8zND
Y2OGZpbGUyMDAyMjIucGRm&sectiondetailid=5 (Iron Horse Elementary, Douglas County,
Colorado)
Accommodations: Carl could have several sentences from the passage Jose and the Sailboat
covered and/or remove the last four sentence sailboats so that he can begin with the first 8
sentence sailboats/sentences in the passage. If Carl struggles a lot with this activity, he could also
begin with 4 sentence sailboats and the first four sentences of Jose and the Sailboat and add four
sentence sailboats each time he practices the activity.
Introduction
Rationale: By reading words that progressively result in sentences from Jose and the Sailboat,
students will be able to independently read the passage titled Jose and the Sailboat out loud
fluently and accurately.
Expectations: You will learn to read phrases that progressively result in sentences with proper
phrasing, intonation, and expression. You will be able to read Jose and the Sailboat with 90%
accuracy, read 40 wcpm, and achieve a prosody score of 8/12 (Zutell & Rasinski, 1991).
Attention Grabber: “Today we are going to read a passage called Jose and the Sailboat. How
many of you know what a sailboat is or what it looks like? (allow time for response-sail/boat) A
Olivia Mayszak
sailboat has a sail, which looks like a big triangle and it helps the boat steer by using the wind
that blows against the sail. Where do you use a sailboat? (allow time for response-in
water/lake/ocean) Yes, you use a sailboat in a lake or ocean. This story is about a boy named
Jose who has a small sailboat with a white sail. He likes to sail on the lake he lives on. One day,
they sail to the far side of the lake and run into some trouble. What kind of trouble do you think
they would run into while sailing on the far side of the lake?” (allow time for predictions,
discuss)
Review: Preteach sailboat, alligator, speedboat so students can recognize in text.
“In this story, we are going to see a few big words that we need to be able to recognize quickly
when we read. One of these words is sailboat, which we briefly talked about just now. (write
sailboat on whiteboard) The word sailboat is actually a compound word, or a bigger word made
up of two smaller words. Can anyone tell me what these two words are? (allow time for
response-sail/boat) Yes, sail and boat are two smaller words that make up the word sailboat. Like
we talked about before, a sailboat is made up of a boat with a sail on it. (draw basic illustration of
sailboat on whiteboard) We are also going to see a word that looks similar to sailboat but it is
different. This word is speedboat. (write speedboat on whiteboard) Does anyone know what a
speedboat is or looks like? (allow time for response-fast boat, etc.) Yes, a speedboat is a boat that
has a motor so that it goes fast in the water. Like the word sailboat, speedboat is also a
compound word, or a bigger word made up of two smaller words. Can anyone tell me what two
words make up speedboat? (allow time for response-speed/boat) Yes, speed and boat make up
the word speedboat, which makes sense because a speedboat is a fast boat. (draw basic
illustration of speedboat on whiteboard) We will also read about an alligator in the story! (write
alligator on whiteboard) Do you all know what an alligator is? How many of you have seen one
in person? What does it look like?” (allow time for response/brief discussion & draw basic
illustration of alligator on whiteboard)
Modeling: “Now I am going to show the sentence sailboats that we will read and demonstrate
how to read them with emotion. These are sentence sailboats. (show sentence sailboats) Each
sailboat starts with one word at the top of the sail and ads one word after each line. I will follow
each line with my finger but I will not read word for word like a robot. I will sweep my fingers
under each phrase like a wave in the ocean. It is also important for me to remember to read each
line smoothly and with emotion so that it sounds smooth like a long ocean wave when I read.
(show long sweeping motion) The first sentence sailboat starts with “Jose”, who is one of the
characters in the story (point to Jose with finger). The second line says, “Jose has” (follow words
with fingers). The third lie says, “Jose has a” (follow words with fingers). Think out loud:
Hmmm I wonder what Jose has? I think Jose has a sailboat. I have to read the next line to see if I
am right! The next line says, “Jose has a small” (follow words with fingers). Think out loud:
wow! this is exciting thinking about what might come next! The line after that says, “Jose has a
small sailboat” (follow words with fingers) I was right! Jose has a small sailboat. Now I will
show you how it would sound if I continued reading without emotion and if I read word for word
in each line, which will sound like short, choppy waves instead of a long smooth wave. (show
short choppy sweeping motion, read remainder of first sentence sailboat with monotone voice/
like a robot) Did the story sound better when I read it at the beginning, with emotion, or towards
the end, when I sounded like a robot? (allow time for response-in the beginning) Yes, it did
Olivia Mayszak
sound more interesting when I read it with emotion and excitement! Now I will read the first
sentence sailboat from start to finish smoothly with emotion and excitement, just like how you
will read.
Guided Practice: “Now we are going to continue reading the sentence sailboats together as a
group. (use SAFER reading method, assign each student and self a number 1-6 or evens/odds
and use dice to determine who will read each sentence sailboat) Each of you will roll the dice
one at a time to determine who will read the next sentence sailboat. Whoever is reading will read
out loud to the rest of the group. Whoever is not reading will silently follow along with their
fingers on their own sentence sailboat. Proceed with SAFER reading, pause for error
correction/comprehension questions. Provide specific praise for reading with proper phrasing,
intonation, and expression in phrases. Error correction: stop at end of sentence or phrase, write
word on whiteboard and proceed with direct instruction (say word-sound it out-say word) my
turn, together, your turn. Possible comprehension questions:
Sentence sailboat 3: What kind of animals might Jose see?
Sentence sailboat 5: Why do you think that Jose and his brother sailed to the far side of the lake?
What do you think might happen next?
Sentence sailboat 6: What do you think they saw? What might happen next?
Sentence sailboat 7: What do you think the alligator is going to do?
Sentence sailboat 8: What do you think might happen next?
Sentence sailboat 9: Why do you think they are scared?
Sentence sailboat 11: Why would the alligator be scared away?
Sentence sailboat 12: Why do you think Jose and his brother never went to that part of the lake
ever again?
Independent: “Now each one of you is going to independently read the whole passage of Jose
and the Sailboat out loud. We will roll the dice like we did with the sentence sailboats to
determine the order of who will read.” (Roll dice, proceed with independent reading, teacher
assess accuracy, WCPM, prosody score) While students are waiting to read out loud
independently to teacher, other students can either read silently/whisper read to themselves or
with partners. When students have already read story out loud to teacher, they can read another
book of choice silently while waiting for the rest of the group to finish.
Assessment: Reading Jose and the Sailboat out loud independently while teacher assesses
accuracy, WCPM, prosody score.
Closing
Review: “Today we read sentence sailboats that started with one word, which turned into a
phrase, which turned into a sentence! We read about a boy named Jose who ran into an alligator
while he was sailing with his brother on the far side of the lake. We read each phrase smoothly
and with emotion so others who were silently following along could understand the story.
Reading each sentence together helped us to practice the sentences before each one of you read
Jose and the Sailboat out loud independently.”
Feedback: “I like how you (can use specific names) read each phrase smoothly and with
emotion as it got longer and longer until it formed a full sentence. When (name) read that Jose
Olivia Mayszak
and his brother ran into the alligator on the lake, I was scared because (name) read with emotion
and excitement! Reading words, phrases, and sentences smoothly like long waves (show motion)
helps us to be fluent readers and will help you when you read other texts in the future.”
Olivia Mayszak
Fluency
F.012.AM1a
Fluent Phrasing
Jose
Jose has
Jose has a
Jose has a small
Jose has a small sailboat
Jose has a small sailboat with
Jose has a small sailboat with a
Jose has a small sailboat with a white
Jose has a small sailboat with a white sail.
He
He lives
He lives on
He lives on a
He lives on a lake
He lives on a lake and
He lives on a lake and likes
He lives on a lake and likes to
He lives on a lake and likes to sail
He lives on a lake and likes to sail often.
2006 The Florida Center for Reading Research (Revised July, 2007)
2-3 Student Center Activities: Fluency
Olivia Mayszak
Fluency
F.012.AM1b
Fluent Phrasing
Many
Many times
Many times he
Many times he sees
Many times he sees fish
Many times he sees fish and
Many times he sees fish and other
Many times he sees fish and other animals.
Sometimes
Sometimes Jose’s
Sometimes Jose’s brother
Sometimes Jose’s brother goes
Sometimes Jose’s brother goes with
Sometimes Jose’s brother goes with him
Sometimes Jose’s brother goes with him in
Sometimes Jose’s brother goes with him in the
Sometimes Jose’s brother goes with him in the boat.
2-3 Student Center Activities: Fluency
2006 The Florida Center for Reading Research (Revised July, 2007)
Olivia Mayszak
Fluency
F.012.AM1c
Fluent Phrasing
One
One day
One day they
One day they sailed
One day they sailed to
One day they sailed to the
One day they sailed to the far
One day they sailed to the far side
One day they sailed to the far side of
One day they sailed to the far side of the
One day they sailed to the far side of the lake.
There
There they
There they saw
There they saw a
There they saw a large
There they saw a large alligator
There they saw a large alligator sleeping
There they saw a large alligator sleeping in
There they saw a large alligator sleeping in the
There they saw a large alligator sleeping in the sun.
2006 The Florida Center for Reading Research (Revised July, 2007)
2-3 Student Center Activities: Fluency
Olivia Mayszak
Fluency
F.012.AM1d
Fluent Phrasing
The
The alligator
The alligator awoke
The alligator awoke and
The alligator awoke and began
The alligator awoke and began to
The alligator awoke and began to swim
The alligator awoke and began to swim to
The alligator awoke and began to swim to the
The alligator awoke and began to swim to the boat.
The
The wind
The wind did
The wind did not
The wind did not blow
The wind did not blow and
The wind did not blow and the
The wind did not blow and the boat
The wind did not blow and the boat would
The wind did not blow and the boat would not
The wind did not blow and the boat would not move.
2-3 Student Center Activities: Fluency
2006 The Florida Center for Reading Research (Revised July, 2007)
Olivia Mayszak
Fluency
F.012.AM1e
Fluent Phrasing
The
The boys
The boys started
The boys started to
The boys started to worry
The boys started to worry and
The boys started to worry and get
The boys started to worry and get scared.
Soon
Soon they
Soon they saw
Soon they saw their
Soon they saw their dad
Soon they saw their dad come
Soon they saw their dad come across
Soon they saw their dad come across the
Soon they saw their dad come across the lake.
2006 The Florida Center for Reading Research (Revised July, 2007)
2-3 Student Center Activities: Fluency
Olivia Mayszak
Fluency
F.012.AM1f
Fluent Phrasing
He
He was
He was in
He was in a
He was in a speedboat
He was in a speedboat and
He was in a speedboat and scared
He was in a speedboat and scared the
He was in a speedboat and scared the alligator
He was in a speedboat and scared the alligator away.
The
The boys
The boys never
The boys never went
The boys never went to
The boys never went to that
The boys never went to that part
The boys never went to that part of
The boys never went to that part of the
The boys never went to that part of the lake
The boys never went to that part of the lake again.
2-3 Student Center Activities: Fluency
2006 The Florida Center for Reading Research (Revised July, 2007)
Olivia Mayszak
Fluency
F.012.AM2
Fluent Phrasing
Jose and the Sailboat
Jose has a small sailboat with a white sail. He lives on a lake and likes to
sail often. Many times he sees fish and other animals. Sometimes Jose’s
brother goes with him in the boat.
One day they sailed to the far side of the lake. There they saw a large
alligator sleeping in the sun. The alligator awoke and began to swim to the
boat. The wind did not blow and the boat would not move.
The boys started to worry and get scared. Soon they saw their dad come
across the lake. He was in a speedboat and scared the alligator away. The
boys never went to that part of the lake again.
2006 The Florida Center for Reading Research (Revised July, 2007)
2-3 Student Center Activities: Fluency