Visual Phrase Cueing Lesson

Candidate’s Name: Damien Beckinger

Grade Level: 2 (Can be adapted for other grades)

Title of the lesson: Visual Phrase Cueing

Length of the lesson: 45 minutes

Central focus Model proper fluency and phrase cueing through visual aids

Knowledge of students Students have practice reading grade-level texts and have seen proper fluency models

Common Core State Standards CCSS.ELA-Literacy.RF.2.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RF.2.4.a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RF.2.4.b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. CCSS.ELA-Literacy.RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Support literacy development through language (academic language) Encourage fluency through creation of phrase cues

Learning objectives Students will be able to distinguish between fluent and influent reading Students will understand how to separate phrases within a sentence Students will practice working in a group setting

Formal and informal assessment Informal Assessment: Students present how their group separated phrases in front of the class. The class and teacher will determine if the phrase cueing was done correctly, if not corrections will be made.

Instructional procedure: Instructional strategies and learning tasks Gather the students in the classroom for a whole group reading of a grade level book. Read the book to the students to model proper fluency. Then tell students that they are going to become part of the book. Hand each student a piece of paper with a word from the book printed on it. Separate students into groups based on the page the word appears on. Have a group of students come to the front of the room and give them new words that will be used as an example. The students should stand in the order that creates a sentence. Have the students stand far apart and read the sentence with long pauses in between each word. Ask the students if this is fluent reading? Then have the students stand extremely close to each other and read the sentence very quickly. Ask students if this is fluent reading? Ask students why the past two examples did not sound like fluent reading. Explain that sentences are separated into phrases that are easier to read. Tape a piece of ribbon or string to the word that begins the phrase and the word that ends the phrase. Do this for all of the phrases in the sentence and then read the sentence properly. Ask students if this was fluent reading. Have the students return to their seats and distribute tape and string to each group. Allow 15 minutes for students to create their phrase cues. Once every group is finished, have the first group come to the front of the class and present their phrase cues. Ask for a volunteer to read the sentence, and then ask the class if that was fluent reading? If not, determine what changes need to be made and have another student read the sentence. Repeat this until the story is finished. Ask students what they did in this activity that made reading easier. Explain to students that even if they do not have ribbon or string, they can use make believe ribbon or string in their heads when they read in order to separate phrases.

Instructional resources and materials Curious Firsties Blog (Lesson adapted from here) Grade level book Word printouts (prepared before lesson String or ribbon Tape

Dr. Hui-Yin Hsu Spring 2014