Design for Learning

Instructor: Ms. Baxter

Grade Level/Cooperating Teacher: K/Burton
Lesson Title: Fun With Peanut Butter and Jelly Date: 11/20/14
Curriculum Area: Reading- Choral 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 be able to recall, their assigned section of Peanut Butter
and Jelly, by scoring a two or higher on the smoothness part of the Multidimensional Fluency
Scale.
Learning Objective(s) stated in kid-friendly language: Today boys and girls, you will get
the chance to practice choral reading.
Evaluation of Learning Objective(s): Students will be assessed on the smoothness part of the
Multidimensional Fluency Scale. The teacher will call students over one at a time, so the teacher
can assess their smoothness while reading. The teacher will have students bring over a book that
is on their reading level to assess their fluency. Students that score a two or higher on the
Multidimensional Fluency Scale will be placed in the green category. Students that score less
than a two on the Multidimensional Fluency Scale will be placed in the red category.
Engagement: The teacher will begin the lesson by calling students over to the carpet. Table 1
please clean up your materials and come to the carpet. Once table 1 is done the teacher will call
over tables 2 and 3. Tables 2 and 3 please clean up you materials and come to the carpet. Once
all students are seated the teacher will begin the lesson and tell the students what they are going to
be doing for that day.1-2-3 Eyes on Me! Boys and girls today, we are going to be reading Peanut
Butter and Jelly where you all will get to read a part with me. Boys and girls when looking at this
book what do you think it will be about? (Teacher will wait for student response). Thats right,
this book is about a peanut butter and jell sandwich. Who likes to eat peanut butter and jelly?
(Teacher will wait for student response) Wow! It seems like a lot of you like peanut butter and
jelly. This book is actually going to show us how to make a peanut butter and jelly sandwich.
Alright, friends when reading this book, there is a phrase that is repeated many times. The part
that you will get to help me read is the peanut butter, peanut butter, jelly, jelly part of the story.
The teacher will then move into the teaching part of the lesson.
Learning Design:

I. Teaching: The teacher will then begin by telling students why it is important to be
fluent readers. Boys and girls, it is important that we are strong and fluent readers so that
we can understand what we are reading. It is important that we read well, so people can
understand us. The teacher will then model good and bad fluency with the students. Boys
and girls I am going to read some sentences and I want you to give me thumbs up if you
like the way I am reading and a thumbs down if you dont. The teacher will then read the
sentences to the students. Be listening to how I am reading the sentences. After the
teacher has finished reading the sentences the teacher will ask the students to tell her if
they heard a difference. Can someone tell me the difference in the reading? (Teacher will
wait for student response). Thats right; one sounds good and the other one doesnt
sound like something you would like to read. Boys and girls, we are now going to begin
reading Peanut Butter and Jelly. The teacher will then talk to students about who the
author and illustrator are before beginning to read the book. Boys and girls the illustrator
of this book is Nadine Bernard Westcott. The teacher will then tell the students the part
they will be in charge of reading. Boys and girls, there is a repeated phrase in this book
that I would like you to read with me. The phrase that you will get to read is peanut
butter, peanut butter, jelly, jelly. After going over this phrase the teacher will write it on

the promethean board so that all the students can read it. The teacher will have the
students practice a few times before beginning to read the story. Boys and girls, lets
practice reading this phrase. (Teacher will then practice with the students). The teacher
will then demonstrate reading smoothly while reading Peanut Butter and Jelly. After the
teacher finishes reading the teacher, will ask the students to tell her about her reading,
Boys and girls, what did you notice about the way I was reading? (Teacher will wait for
student response). Thats right, I was reading smoothly. Did you all like the way I was
reading? (Teacher will wait for student response). Yay, reading smoothly definitely
makes a difference. Boys and girls, you all will get a chance to practice reading smoothly
at the read to someone center. The teacher will then begin to dismiss students back to
their centers.
II. Opportunity for Practice: At the daily five centers the students will have the
opportunity to practice their new fluency skill. At the read to someone center the students
will have the chance to practice reading smoothly to a buddy. Boys and girls at the read
to someone center I would like you to practice reading smoothly. I would like each of you
to have a chance to practice. This practice will better prepare you for when you come to
read with me. Also when you go home and read with your family members be practicing
reading smoothly. Have your parents also model good fluency and smoothness to you. All
these skills will help us become better readers and increase our fluency skills. At each
center be listening to how the speaker is reading the story. Be listening to see if they are
reading smoothly or non-smoothly. At the writing center, I would like you to write
sentences and practice reading smoothly. The teacher will then begin dismissing students
to their centers. Boys and girls, when I call your table, please go to your center. Tables 1
please go to your center. After table 1 has gotten to their center, the teacher will begin
calling the rest of the students over to their centers. Table 2 please go to your center,
table 3 and 4 please go to your centers as well. After all students are at their centers, the
teacher will begin calling students over to work with her.
III. Assessment: The teacher will then tell the students how they are going to be assessed
for that day, Boys and girls; I am going to call you over to my table one at a time to read
with me. When you come over, I want you to bring over a book from your box and read it
to me. While you are reading, I am going to be assessing your smoothness using the
Multidimensional Fluency Scale. While I am working with Joe, I want the rest of you to
be working on your daily 5 centers. The rest of the students will be working in their daily
5 centers.
IV. Closure: The teacher will call all students back over to the carpet by table group.
Table 1 please put up your materials and come to the carpet. Once that table is done the
teacher will continue calling over the rest of the table groups. Once all students are seated
on the carpet, the teacher will regain the students attention. 1-2-3 Eyes on Me! Wow I
was super impressed by all of your reading skills today. We are definitely building up our
reading muscles. Can someone tell me what we worked on today (teacher will wait for
student response). Thats right! We read a story about making peanut butter and jelly
sandwich. What else did we talk about when it comes to good reading? (Teacher will wait
for student response). Thats right Eve, we learned about reading smoothly. This is
something that you all can practice anytime you are reading. The teacher will then begin
dismissing students back to their daily five centers. Table 4, please go to center 3. After
they have left the teacher will continue to call the other tables over to their centers.
Materials and Resources:
- Multidimensional Fluency Scale
- Peanut Butter and Jelly Book
- Promethean board/Smart Board
- Books that the students will be reading

Paper

Differentiation Strategies (including plans for individual learners):

H- For students that are reading smoothly, have students find a book that is higher on their
reading level to practice reading smoothly.
L- For the students that are not reading books super fluently, have them begin with basic
sentences that they can read individually or with help from the teacher.
Data Analysis:

Peanut Butter and Jelly Lesson

Green

Peanut Butter and Jelly Lesson

Red

10

15

After looking at the data, it is clear to see that a majority of the students scored a two or higher on
the smoothness on the Multidimensional Fluency Scale. I think that a few students scored in the
red category because they are not very fluent readers yet. The students that scored in the green
category are the fluent readers in the class. These students read books that are on their level which
allowed them to read smoothly. For the students in the red category I will start smaller so they
can build up their smoothness while reading. This could be done by using sentences instead of
going straight towards a book,
Reflection: After teaching this lesson, there are definitely some things that I would do the same,
and some things that I would change. Before teaching the lesson, I would make sure that I stated
the learning objective to the students. When I taught this lesson, I forgot to state the objective
before teaching it. The students really enjoyed reading this book because they got to participate in
the reading as well. I will definitely use sentence strips to teach smoothness so that students can
practice reading smoothly before reading a book. I believe that I promoted higher level thinking
by assessing students using the Multidimensional fluency scale. This scale is best practice when it
comes to teaching fluency. I will definitely use this strategy when it comes to teaching fluency in
my classroom.

Samford University
Design for Learning