Design for Learning

Instructor: Steffani Baxter

Grade Level/Cooperating Teacher: Kindergarten/Burton
Lesson Title: Brown Bear, Brown Bear Date: 11/4/14
Curriculum Area: Reading
Estimated Time: 15-20 minutes
Standards Connection: 9.) Actively engage in group reading activities with purpose and
understanding. [RL.K.10]
Learning Objective(s): Students will demonstrate expression while reading Brown Bear, Brown
Bear by scoring a two or higher on the Multidimensional Fluency scale.
Learning Objective(s) stated in kid-friendly language: Today boys and girls, we are going
to be working on using expression while we are reading.
Evaluation of Learning Objective(s): Students will be assessed using the Multidimensional
Fluency Scale. Teacher will call students over one at a time so she can assess the students
expression. A two on the expression and volume section means that the student reads with some
expression. Begins to use voice to make text sound like natural language in some areas of the
text, but not others. Focus remains largely on saying the words. Still reads in a voice that is quiet.
Students that score below a 2 will be placed in the red category and need to be re-taught, while
students who score higher than a 3 will be placed in the green category. If a student scores higher
than a three the teacher will find reading material that requires them to use more expression
where as a student who scores a two or below will continue to read material that doesnt have
much expressive conversation in it.
Engagement: The teacher will call students over to the carpet by table group. Table 1 please
push in your chairs and come over to the carpet. Once they are seated the teacher will call over
table two and finally table three. Tables two please come to the carpet. Finally table three please
come over to the carpet. Once all students are seated she will hold up her hand, to quiet them.
Once they are quiet, she will then explain to them what they will be doing for that day. Boys and
girls today we will be reading Brown Bear, Brown Bear where you will have a part in reading
with me. We are going to work on expression while we are reading. We will also be learning
about fluency and choral readings. The teacher will then ask students what they think this book
will be about. Boys and girls, does anyone have ideas what this book might be about? (Teacher
will wait for student response). Teacher will then call on a student to share their answer. Johnny
what do you think this story is about? I think it will be about a bear. Thats great Johnny, thank
you for sharing. Teacher will then show the students a picture of a bear, which will help the
students with the story. Boys and girls, this is my friend brownie, and he will help us read this
story. Teachers will then transition into the teaching part of the lesson.
Learning Design:

I. Teaching: The teacher will then start talking about fluency and why it is so important.
Boys and girls, does anyone know what the word fluency means? Teacher will wait for
student response). If no one raises their hand the teacher will tell the students the answer.
Boys and girls, it is important that we have good fluency so that we can increase our
comprehension. Fluency is the ability to read accurately and at grade level speed or rate.
Teacher will then show students examples of reading fluently and non-fluently. The
teacher will also model expression when reading fluently and non-fluently. Boys and
girls, I am going to show you what good fluency sounds like and what bad fluency sounds
like. I want you to be listening for the difference. After I finish reading, I will ask you to
tell me the difference. The teacher will then ask students to tell her if they heard a
difference. Did anyone hear a difference? (Teacher will wait for student response). Thats
right, one sounded smoother and the other did not. The teacher will use sentence strips
that will help the students practice their expression. Boys and girls, we are now going to

read these sentences. I want you to read each one with me showing good expression and
bad expression. The class will then read the sentences together. Teacher will then tell the
students the book they will be reading for that day. Boys and girls, today we will be
reading Brown Bear, Brown Bear. This book is cool because you all will get to help me
read. There is a part in the book, which you all will be able to read. The part that students
will be reading is the Brown Bear, Brown bear, what do you see? The teacher will put
this part on the board so that the students will be able to see what part they are going to
be reading. While students are doing this they will get the opportunity to practice choral
reading. The teacher will then begin reading the story. Boys and girls, while I am reading,
be listening to where you all are supposed to be reading. Also be listening for the things
that Brown Bear sees. The teacher will then begin reading the story. After the teacher has
finished reading the story, she will ask the students to turn and talk to their partner about
what they learned in the story. Boys and girls turn to your partner on your right and talk
to them about what you learned about in this book. Also talk to your partner about how
you might have related to this book. For example have you ever seen these animals
before? (Text to self/world)After they have finished reading, the teacher will regain the
students attention. 1-2-3 Eyes on me! The teacher will call on a pair to share what they
talked about. Emily and McKenzie will you share with the class what you talked about?
(Teacher will wait for students to share). Wow, it seems like you all learned a lot about
this book.
II. Opportunity for Practice: The teacher will then explain to the students how they are
going to practice their new skill. Boys and girls, now you will have a chance to practice
your fluency skills in reading workshop. At the read to someone center you will get into
partners to practice your reading. In your pair, one of you will read one page and your
partner will read the next page. You will continue this until you have finished the story.
The teacher will then have books that the students can read at this center. Boys and girls
at the word work center there will be a new write the room with the characters from the
story. You all will get the sheet off the cabinet and begin looking for the characters. At
the listening center, please use the iPods, to listen to books being read to you. Remember
that when you are doing this, you need to stay on task and do what you are supposed to
be doing. Teacher will then dismiss students to the various daily centers. Boys and girls,
please go to your various centers. While the students are working at their centers the
teacher will call over various students that might need additional support.
III. Assessment: The teacher will then explain to the students on how they will be
assessed for the day. Boys and girls, I will be calling each of you over individually to
read Brown Bear, Brown Bear with me so that I can assess your expression. I will be
using the Multidimensional Fluency Scale so that I can see how you are doing. While the
teacher is working with an individual student, the rest of the students will be working
through the Daily 5 centers. Boys and girls, while I am working with Bobby, I expect the
rest of you to be working through the daily five centers. The teacher will then begin
calling students over to her table to work with them. Teacher will use the rubric to see
who can start reading more complex books and which students might need some more
instruction.
IV. Closure: The teacher will then call students back over to the carpet to close out the
lesson. Table one, please push in your chairs, and come to the carpet, Table two please
come over to the carpet as well. After table one and two are situated the teacher will call
table three. Table three, please push in your chairs and come to the carpet. The teacher
will then regain the students attention. 1-2-3 Eyes on Me! Boys and girls, who can tell
me what they learned from todays reading lesson. (Teacher will wait for student
response). Zoey, what did you learn. (Teacher will wait for student to respond). Thats
great Zoey, we learned about fluency today. What was the story about? (Teacher will wait

for student response). Thats right! We read about a bear, and all the things that he saw. I
would like you all to turn to the person on your right and tell them one animal that
Brown Bear saw. Once students have had a chance to talk, the teacher will regain the
students attention and ask a pair to share what they have talked about. 1-2-3 Eyes on Me!
Will John and Ben please share what you all talked about? (Wait for student response).
Thats great boys; it seems like you all enjoyed reading this book.
Materials and Resources:
Brown Bear, Brown Bear What Do You See, By Eric Carle
Brownie the Bear
Brown Bear, write the room
Worksheet for write the room
Multiple Dimensional Fluency Scale
Differentiation Strategies (including plans for individual learners):
H: Students who are at a higher level will continue working on their expression using texts that
might require them to use more expression.
L- For students who are struggling with expression, I will have them do the NIM strategy with
me. This strategy allows them to sit super close to the teacher so that they can hear good
expression. For the ELL students in my class, I would send home FRY sight word phrases so that
they can practice reading sight words. For the students who might not be ready to read written
text, I would use an Ipod so that they can listen to stories being read to them.
Data Analysis: After looking at the data, I noticed that most students performed well on the
Multi-Dimensional Fluency Scale. Most of the students scored at a level two or higher on the
fluency scale. There were only a few students that scored below a two. These were the students
that are not fluent readers yet. The students that scored a two or higher on the expression part of
the scale are the fluent readers in the class. Overall it was good to see that the students understood
how important expression is while reading. After looking this chart, I will try to help the students
in red increase their expression. One of the ways I would do this is by using sentence strips that
could help them practice their expression.

Reflection: I felt that this lesson went well after teaching it. After teaching it there are definitely
some things that I would change about my teaching of this lesson. One of the things that I would
change is making sure that I had the students attention before I started. I just started instead of
making sure that students paid attention. Also when it came to teaching about expression, I would
have used sentence strips to model this instead of using the book. Sentence strips might have been
easier for the students to understand. Since this book was familiar to the students they probably
got too caught up in the story, rather than working on expression. I would definitely keep some
things the same as well. One of the things that I would do again is use the puppets. The students
really liked holding on to these and bringing them up when I said their character. These puppets

allowed the students to be really engaged and helped them pay attention. The students really
enjoyed this lesson because they were familiar with the story.

Samford University
Design for Learning