istation Teacher Resource Lessons ISIP Text Fluency Lesson Design Teacher Resource lessons help students reach mastery level in a particular skill.

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1 istation Teacher Resource Lessons ISIP Text Fluency Lesson Design Teacher Resource lessons help students reach mastery level in a particular skill. Included in each lesson is the following instructional cycle: Teach, Guided Practice, Independent Practice, and Reteach. The lessons suggest an instructional sequence to master targeted and prerequisite skills needed to improve reading. Grouping for Differentiated Instruction The lessons were written for small groups of students. Students who have difficulty with specific skills should receive explicit instruction in small groups. However, if 2/3 (66%) of the students in one class are struggling with a specific skill, the Teach and Guided Practice may be presented in whole group. Continue practicing the skill with small groups while closely monitoring student responses. Modify lessonss according to student needs. Use data to plan and regroup students for additional instruction as needed. Assessment Overview Text Fluency is constructed in a different manner than the other subtests. Students are assessed on their skills in reading text with meaning in a specified period of time. In order to assess text reading on the computer, a maze task is utilized in which every 5th or 8th word of grade-leveled stories is left blank from the text. The student is given 3 choices for each blank from which to choose the word that works best in the sentence. It is the student s job to read the text, selecting the correct maze response for 2 minutes. This task has been shown to be highly correlated to measures of both fluency and comprehension. Procedure for Managing Teacher Resource Lessons Step 1 Step 2 Step 3 Review student dataa using ISIP Reports, and establish small groups. For Tier 1 students, use Lesson 1 to ensure mastery of the skill. From the group of lessons, select the lesson which will best meet the needs of each small group. The chart below offers suggestions for where students in Tier 1, Tier 2, and Tier 3 should start with the identified assessment. After teaching the lesson, chart the progress of each student. If a student has difficulty with the lesson that was chosen, then deliver the Reteach or deliver the next appropriate lesson based on the chart. If a student demonstrates mastery at that particular level of instruction, then deliver the next appropriate lesson, advancing toward Lesson 1. Copyright istation 2009 All rights reserved. Page 1

2 ISIP Text Fluency Tier 1 Tier 2 Tier 3 Lessons 1 & 2: Read fluently and identify the missing words from a story. Lessons 1 & 2: Read fluently and identify the missing words from a story. Lesson 3: Identify the word that best completes a sentence. Copyright istation 2009 All rights reserved. Page 2

3 ISIP, Text Fluency Lesson 1 Skill Resources Note: Identify Words to Complete Text Print the stories from the Teach and Guided Practice sections on chart paper (in the same format as that of the passage in Independent Practice) and gather pencils, a timer, and one copy of the story Anna and Fluff per student. Words in bold are said aloud by the teacher. Teach : Cloze Passages Today, we will read a story. As we read the story, we will fill in the missing words. We must use what is happening in the story, what makes sense, and what we know about sentences to fill in the missing words. Listen and watch. I will read this short story and fill in the missing words. Model the task. Read the story aloud. When you come to a blank, decide which word would best complete the sentence. As you decide which word to use, say your thoughts aloud for students to hear your thinking. A Game of Catch Pete and Pat are brother [the, and, or] sister. They like playing catch [in, if, at] their backyard. One day Pete threw the [ball, barn, bat] to Pat and she missed it. [The, There, To] ball rolled under the fence [into, is, and] the neighbor s yard. Pete and Pat [wanted, when, where] to go and get it, but the neighbors [had, here, hurt] a dog. The dog was [meat, mean, more]. Guided Practice Write the Guided Practice stories The Bike and Lost at the Zoo on chart paper. Assign each student a partner. Place pairs of students in one line in front of the story. Give each pair of students a pencil. Partners decide which word is correct, then circle their answer. Next, partners move to the end of the line. The next pair of students answer the next blank. The game continues until all blanks have been filled. We will play a game. I will show you a story with words missing. You and your partner should decide which word goes in the blank. Circle the correct word above the blank. Then, both of you move to the back of the line. The next two students will circle a word for the next blank. Continue this until all the blanks are filled. I will time you. Work quickly, but make sure the blanks are filled correctly. Ready? Reveal the story The Bike. Begin. Start the timer. When the last blank is filled, stop the timer. Post the time it took to complete the story. Reread the story. Affirm or provide corrective feedback for the answers. Now, we will play the game again. Let s see if we can fill in all the blanks correctly and even faster than before. Ready? Reveal the story Lost at the Zoo. Begin. Start the timer. When the last blank is filled, stop the timer. Post the time it took to complete the story. Compare the times from the first and second stories. Reread the story. Affirm or provide corrective feedback for the answers. Note: Stories in Guided Practice and Independent Practice sections are appropriate for first grade students. Copyright istation 2009 All rights reserved. Page 3

4 ISIP, Text Fluency Lesson 1 Monitor Progress through Independent Practice Now, it s time for you to read a story and fill in the blanks on your own. Give each student a copy of the story Anna and Fluff. Explain the instructions. Circle the word that best completes each blank in the sentence. Observe and chart progress for each student. Use data to plan and group for instruction. Reteach (for students requiring more instruction and practice) Note: Provide explicit instruction with modeling and guided practice in small groups. Use the Independent Practice story Anna and Fluff. Write each sentence on chart paper. Reread each sentence with students. Discuss each choice for the blank. Discuss why the word is or is not the correct word choice. Copyright istation 2009 All rights reserved. Page 4

5 ISIP, Text Fluency Lesson 1 The Bike way that with James wanted a brand new red bike a black seat. James has his he dog dad did told dad that he wanted a bike. His said that a new a as this his have told bike costs lot, so they would to see. and or ant a and then One day Dad James spotted an old bike at yard they that it sale. James did not want bike. It was old and blue. The bike bake like Did Dad Went didn t have a seat at all. took the bike home. the then to sheet seat spoke Dad painted old bike and got a new black. love new like James was surprised. It looked just the bike he wanted. Copyright istation 2009 All rights reserved. Page 5

6 ISIP, Text Fluency Lesson 1 the then it Lost at the Zoo of to then Kim and her mom went the zoo. Kim wanted to see is toe into birds first. They walked the birdhouse. There were of if fly liked looking logs all kinds birds. Kim walked beside the cages at the won win was birds. She turned around to talk to her mom. Kim s mom not there. Kim was scared. was saw she He Him The A policeman Kim crying and came to help. took They Those Thing Kim to the zoo office. called Kim s mom over the loud speaker. woman mom man off for from Kim s came running. She had been looking Kim all seen see talk over the zoo. Kim and her mom were happy to each other. Copyright istation 2009 All rights reserved. Page 6

7 ISIP, Text Fluency Lesson 1 Anna and Fluff On One Had Anna had a kitten named Fluff. day she and Fluff were playing outside the so with up when by a dog came by. Fluff was scared that she ran up a tree. Anna tree to dog on dig for made the leave. Then Anna tried to get Fluff come down. But high help near Fluff had gone too up in the tree and was stuck. horse they tree them house the Anna ran into the and called the fire department. She asked from cone up came for stuck to come and get Fluff down the tree. A fireman and climbed a gave put went peel got was tall ladder. He Fluff. Anna smiled when the fireman Fluff in her arms. Copyright istation 2009 All rights reserved. Page 7

8 ISIP, Text Fluency Lesson 2 Skill Resources Note: Identify Words to Complete Text Print the stories from the Teach and Guided Practice sections on chart paper (in the same format as that of the passage in Independent Practice) and gather pencils, a timer, and one copy of the story My New Baby Sister or Brother, per student. Words in bold are said aloud by the teacher. Teach : Cloze Passages Today, we will read a story. As we read the story, we will fill in words that are missing. We must use what is happening in the story, what makes sense, and what we know about sentences to fill in the missing words. Listen and watch. I will read this short story and fill in the missing words. Model the task. Read the story aloud. When you come to a blank, decide which word would best complete the sentence. As you decide which word to use, say your thoughts aloud for students to hear your thinking. Bill and Tom are pals. [They, Them, Us] like to ride bikes. One [ride, day, are] Tom rode [too, him, is] fast. He fell [are, off, if] his bike and hurt [his, has, of] arm. Bill stopped his bike [or, and, will] got off. He [hopped, helped, wanted] Tom walk back home. Guided Practice Write the Guided Practice stories Flying a Kite Part 1 and Part 2 on chart paper. Assign each student a partner. Place pairs of students in one line in front of the story. Give each pair of students a pencil. Partners should decide which word is correct, then circle their answer. Then, partners move to end of the line. The next pair of students answer the next blank. The game continues until all blanks have been filled. We will play a game. I will show you a story with words missing. You and your partner decide which word goes in the blank. Circle the correct word above the blank. Then, both of you move to the back of the line. The next two students will circle a word for the next blank. Continue this until all the blanks are filled. I will time you. Work quickly, but make sure that the blanks are filled correctly. Ready? Reveal the story Flying a Kite Part 1. Begin. Start the timer. When the last blank is filled, stop the timer. Post the time it took to complete the story. Reread the story. Affirm or provide corrective feedback for the answers. Now, we will play the game again. Let s see if we can fill in all the blanks correctly and even faster than before. Ready? Reveal the story Flying a Kite Part 2. Begin. Start the timer. When the last blank is filled, stop the timer. Post the time it took to complete the story. Compare the times from the first and second stories. Reread the story. Affirm or provide corrective feedback for the answers. Note: Stories in the Guided Practice and Independent Practice sections are appropriate for second- and third-grade students. Monitor Progress through Independent Practice Now, it s time for you to read a story and fill in the blanks on your own. Give each student a copy of the story My New Baby Sister or Brother. Explain the instructions. Circle the word that best completes each blank in the sentence. Observe and chart progress for each student. Use data to plan and group for instruction. Copyright istation 2009 All rights reserved. Page 8

9 ISIP, Text Fluency Lesson 2 Reteach (for students requiring more instruction and practice) Note: Provide explicit instruction with modeling and guided practice in small groups. Use the Independent Practice story My New Baby Sister or Brother. Write each sentence on chart paper. Reread each sentence with students. Discuss each choice for the blank. Discuss why the word is or is not the correct word choice. Copyright istation 2009 All rights reserved. Page 9

10 ISIP, Text Fluency Lesson 2 Flying a Kite (Part 1) see show shop as is and My dad said that he would me how to fly a kite On One When soon as the wind was right. day Dad came home and told he my me floating flying make that the day was perfect for kites. I ran and got my kitten kite home dine back down. Then my dad and I walked the street to the park. or and at When We With Dad I searched for an open area. didn t want stand stuck this found from play our kite to get on trees or poles. Finally, we the perfect spot. Copyright istation 2009 All rights reserved. Page 10

11 ISIP, Text Fluency Lesson 2 Flying a Kite (Part 2) at it on the to then Dad taught me how to hold kite with both hands and toss dad wind warm lightly into the wind. When the started taking my kite felt let last upwards, I out the kite string a little a time. My kite when with why at am by kit kite strap took off the wind. I ran holding the string. The kite into tree on went the sky. to this no him with how When it was time go home, Dad showed me to showed slowly slipped bring the kite down. I wrapped the string around a kite spool and as then grip ground park grabbed the kite before it hit the. Flying a kite was went with wait fun. I can t until another perfect day. Copyright istation 2009 All rights reserved. Page 11

12 ISIP, Text Fluency Lesson 2 My New Baby Sister or Brother is used am could in user My name is Britney. I seven years old. I to be the only In did Me day I is child. always wanted a sister or brother. One my mother and than sister that silver if horse father told me I would get a new baby or brother soon. I was so had hid want excited! I to wait a long time though. and or thought but asked of Everyone me, Do you want a brother a sister? I could not thought for that fun then broth decide. Sometimes I a new baby sister might be. But a new by see be baby brother could fun too. came and would a could at When Mom and Dad home from the hospital, they had big me mother might sister my sleepy surprise. I could not believe eyes. I had a new baby and brother. My mom had twins! Copyright istation 2009 All rights reserved. Page 12

13 ISIP, Text Fluency Lesson 3 Skill Resources Note: Identify Words to Complete Sentences Print and cut out the Sentence-Word Choices Cards and print one copy of What s Missing with Detective Dan? per student; gather pencils and paper. Words in bold are said aloud by the teacher. Teach: Cloze Sentences Write the following sentences on the board with the word choices visible: (1) My father is fishing next week. [went, going, with] (2) It was the day ever. [best, behind, same] Here is a sentence. The sentence has a word missing. I will read it. Where the missing word is I will say blank and keep reading. My father is fishing next week. Then I will read each word choice in the sentence to see which word is the best word to complete the sentence. [went, going, with] Watch and listen. After reading each sentence with the word choices, stop and discuss why it is or is not the best choice for the sentence. My father is [went] fishing next week. My father is [going] fishing next week. My father is [with] fishing next week. The word that best completes this sentence is going. My father is going fishing next week. Try the next one with me. Read the sentence aloud and have students repeat with the steps above to figure out the best word that completes the sentence. It was the day ever. [best, behind, same] Guided Practice Show one Sentence Word Choices Card at the time. Or, you may print the following sentences and their word choices as shown on the Sentence Word Choices Cards on the board: Sam and I went to store. Jan and mom made a cake. Steve has a new brother. Her mother her to sit still. Kim and I ran as fast we could. The of milk is on the table. I have books. I didn t the bird in the tree. I was to be home. Here are some more sentences. Show each sentence one at a time and its three word choices. Have students read the sentence and choose the best word choice by secretly writing it on their paper. Tell them not to reveal their answers until the signal is given. After sufficient time to read and make a choice, read the sentence together with students. Show me your word. Reveal the correct word choice. Affirm or provide corrective feedback. Independent Practice Now, it is time for you to do some sentences on your own. Give each student a copy of What s Missing with Detective Dan?. Explain the instructions. Observe and chart the progress of each student. Use data to plan and group for instruction. Reteach (for students requiring more instruction and practice) Write each complete sentence in the Teach and Guided Practice on the board without blanks. Read a sentence to students. Have them reread the sentence. Cut the words in the sentence apart. Scramble them, then have students reassemble the sentence in order. After students successfully reassemble the sentence, remove a word and ask them to reread it and tell what is missing in the sentence. Copyright istation 2009 All rights reserved. Page 13

14 ISIP, Text Fluency Lesson 3? Circle the word that best completes the sentence. 1. I want to go my dad. will with away 2. is my purse. There The Who 3. The kite is in the air. down under up 4. Mother Father are going with us. and at is 5. James and I ate the peach morning. then is this 6. When we got to the farm, the chickens in the barn. red ran is 7. I got a bike for my birthday. new now made 8. The teacher showed us to write our name. have who how 9. The train went quickly the small town. thought through fast 10. I saw the dog chase the up the tree. coat cat before Copyright istation 2009 All rights reserved. Page 14

15 ISIP, Text Fluency Lesson 3 Sentence Word Choices Cards Instructions: Cut out the three sentence-word strips. Sam and I went to store. the it then Jan and mom made a cake. she her has Steve has a new brother. boy baby car Copyright istation 2009 All rights reserved. Page 15

16 ISIP, Text Fluency Lesson 3 Sentence-Word Choices Cards Instructions: Cut out the three sentence-word strips. Her mother her to sit still. tall is told Kim and I ran as fast we could. is as so The of milk is on the table. glaze good glass Copyright istation 2009 All rights reserved. Page 16

17 ISIP, Text Fluency Lesson 3 Sentence-Word Choices Cards Instructions: Cut out the three sentence-word strips. I have books. my me for I didn t the bird in the tree. sip see fly I was to be home. glad glue there Copyright istation 2009 All rights reserved. Page 17