Whmankeworldofwords's Blog

Comprehension through fluency  – Lesson One

Lesson Type: Language Arts – Improving comprehension through working on fluency by reading at an independent reading level.

It’s a well established fact that readers who can read fluently have good, even superior comprehension of the material they read.

Grade Range: 2 – 6 and for older students struggling with low reading levels.

Time required: One period for initial instruction, and two or three times a week for 15 to 20 minutes for several weeks.  Cut back to once a week for maintenance once good improvement is noted.                                                          Resources needed: A variety of books at the students’ independent reading levels.

Objectives:

1. To increase reading comprehension through building fluency
2. To promote a love for reading  

Procedures:

Tell your students that the faster they can read without making mistakes, the better they will understand what they read, and that you will give them 15 to 20 minutes at least three times a week to read a book you will help them select at first, one at their independent reading level.

Tell your students that it will be really important that they will read the entire time and that you will monitor them closely to make sure they do.  Having each student use a chart, like the one right below, to keep track of the number of pages read might be helpful.

Instructions to students:

1. Demonstrate by selecting a book to read.  Select one page about 1/3 into the book count out about 100 words and then read those words.  Make a few mistakes and note them.  Tell pupils it important to note the number of mistakes made reading those words.
2. Repeat with a page about 2/3 into the book.
3. Making two or fewer mistakes means the book is right to use for fluency, (independent level)
4. Let student select a book and read two passages of about 100 words as instructed.  This can be done individually or with a partner who listens and counts the mistakes, or only work with one group reading at a similar level at one time get to started with your help.
5. You have to show students what will count as a mistake.  You might not want to count a mistake a student makes, if it is immediately corrected by the student.
6. Instruct your students and reinforce it regularly that it is important to use all the time given to read to actually read, and make sure you monitor this closely. Time read is important.

Comprehension through fluency – Lesson Two

Lesson Type: Language Arts – Improving comprehension through working on fluency.

It is a well established fact that readers who can read fluently have good, even superior comprehension of the material they read.  We also know that reading word by word slows the reader down and hinders fluency.

Grade Range: 2 – 6 and for older students struggling with low reading levels.

Time required: One or two periods for initial instruction, and ongoing reinforcement for ten minutes three times per week for at least one month while expanding the difficulty level of phrases with time.

Resources needed: Flash card material, computers, if possible a smart board.

Objectives:

1. To increase reading comprehension through building fluency
2. To promote a love for reading
3. To recognize common phrases instantly. (able to read them as if they are one word)

Procedures:

Make a set of prepositional and other phrases that students encounter often.  It’s a good idea to take these from stories students are reading at this time.  To begin at the early levels sets of phrases should be two or three words in length only, and later they should include longer, three and four word phrases at least.

Examples of phrases: to town, to school, to me, to you, in spring, in summer, in fall, by day, by night, on the table, on the floor, on the chair, by the door, by the car, by the house, over the rainbow, into the cold water, around the red car, at  the little lake, etc.

Make flashcard, if possible other presentations like slide shows or power point presentations.  Before we had all that electronic equipment in our schools I used blank filmstrips, typed phrases on it and flashed them for a split second on a screen for students to read.  It took a bit of work, but the improvement in students’ reading ability/ increased comprehension made it more than worthwhile.

Instructions to students:

1. Write several phrases on the blackboard. Tell students such sets of words are called phrases.
2. Model reading these phrases and stress that they should be read quickly, as if they were one word.  Ask several students to read these phrases and encourage quick reading.
3. Next use flashcards with one phrase on each one and show the phrase for a second or a little longer, depending on the students’ level.  Slowly decrease the time you show the phrase.  Use two or three pair of students and instruct them to show the class how they can work with a partner to practice reading phrases.
4. Review the instructions in a second lesson, if necessary.  Then students should know what you want them to do when you tell them the class or in groups they will practice reading phrases, or they are to work with a buddy to practice reading phrases.

With regular and consistent practice you will notice a marked improvement in your students’ ability to read, and you will note a marked improvement in comprehension as well.

I’ve added to my blog a couple new things.  In “Other Authors”  I’ve added our mayor’s bio and a few of his poems.  In “Thoughts and Ideas” I’ve added for your enjoyment a poem I wrote in 1994 .

In just a few days most school age children will be heading for a building they’ve tried to keep out of their thinking for some time.  They call it school.  Have you ever wondered why most kids hate to go back to school?  It’s not hard to guess why parents have been waiting for that day, but what of the kids?

I remember one year on the first day of school at about nine-thirty standing at the front door of such a building.  One of my teachers stood beside me looking with me out to the several dozen students who had already gathered on the playground for the first day of school.  They were playing, laughing and enjoying the camaraderie with their friends, and it looked like they were  enjoying themselves a great deal.  (On the first day classes started at ten.)  After several minutes enjoying the sight of all those smiling kids the teacher turned to me and said, “How long do you think it will be before they don’t laugh like this anymore when they arrive here?”

One could argue that for any youngster sitting in a small desk for five hours a day during the middle of the day for five days a week is not enjoyable.  It wasn’t enjoyable for me, the principal, sitting at a big desk.  I avoided doing so on most days.  But I firmly believe it’s not the main reason why most school-age kids don’t like the approach of September.  What might be the other reasons?

Lesson Plan for the first day or two of school

Lesson type: Language Arts – writing

Grade range: grade 3 – 9

Time required: One class period

Resources needed: Paper and pen, chalkboard or smart board type technology for teacher

Objectives:

1. Getting to know your students personally
2. Getting two know your students’ ability in grammar, spelling, writing
3. Reading for enjoyment or listening to the teacher reading
4. Getting your students to know a little about you.

Procedures:

1. Have a little chitchat about the summer holidays.  Relate a short strange or funny incident that happened to you during the summer, and ask two or three students to relate one of their own experience.
2. Ask your students to think about something that they did or that happened to them and ask then to exchange such an event with a partner.

Instructions to students:

1. Ask students to read from the written sheet you’ll give out to each student or from the projection screen of your experience or to listen to your summer experience as you read it or tell it.  Ideally, this should give your students a little insight about you, your love for a hobby, travelling, gardening, animals, etc.  You may decide to read it to your class while it is displayed from your computer to a Smartboard.
2. Ask students to write about their own experience.  Stress that you are interested to learn something about them, the kind of person they are, what they like and dislike.  Tell them also that you will also like to learn something how their language skills.
3. The only caution you might want to give your students is that, if they write about another person others in the class will know it must to be something positive.

When students finish:

1. They make a name tag for their desk.
2. They write a goal or two that they might want to achieve this year in this class or in this subject and what they will commit to in order to achieve it.

Follow up:

1. Return the students’ written work to them with a note from you commenting briefly on the story they told.  It is best not to make any corrections or comments on any mistakes.
2. You will, no doubt, want to have made a record of each student’s language ability and on any other information valuable for you in teaching the student.  The main objective, after all was to get to know your students.

Coaching Tips – Session One 

Soccer Drills for five to seven year old students (adapt for older students)

At a very young age when children begin to get interested in games like soccer, demonstration and practice are the best ways for students to learn the basic skills of the game.  The objective for the coach, therefore, should be to identify the most basic skills of the game and give players as much time as possible to practice those skills.  None of the youngsters will gain these skills from coach talk. In soccer, dribbling, which is running with the ball, and kicking or passing the ball are two of the most basic skills.  There are three aspects of dribbling that should be stressed at this age level.

• good control with the ball
• eyes up to see the field, opponents and team players
• the ability to vary the speed dribbling, and introduction to using both their feet.

Young children respond well to gimmicks.  They are also easily distracted.  Using a twelve to twenty inch stuffed toy like Big Bird, Bert or any stuffed animal that can be strapped on the back of a child as a mascot will keep the students interested and trying the skills rather than drifting off or getting in the way of others, if they think the mascot is involved in the game.  Keeping the practice in a game format at this level is important.

Session One A – 30 minutes

Going Hunting for Bert – Objective: to practice dribbling and passing/kicking the ball.

1. After warm-ups demonstrate dribbling in a straight line keeping the ball close to the feet, keeping the eyes up and using both feet while running slowly in a straight line.
2. Strap the stuffed toy, Bert, on one child and tell the other players that Bert will dribble the ball around the play area.  All other children should have a ball also and stand at the sideline. Their job will be to dribble after Bert at the sound of a whistle or other sign.  When the player with Bert has reached the opposite sideline he/she should turn to receive passes from those following.  These players  try to pass their ball to his/her feet.  Once all children had passed to Bert, another child can be the one to wear Bert.  All children will want to have a chance to become Bert and should be given that chance.

The players should try hard to keep the ball close to them as they dribble it.  They will need to look up frequently to know where Bert is and to get around the other players ahead of them.  Frequent reminders maybe necesssary. They practice to to be accurate with their pass as well.  So a fair number of sets will need to happen.   I have also found that most young players will want to be Bert.  With Bert they will keep on trying without getting discouraged.  A child who does not succeed to pass accurately to Bert in the session should get some one-on-one time with the coach or a player who has well managed the skill.

Session One B – 30 minutes  

After about 20 to 30 minutes, if all students had at least once been able to carry Bert, call the group to the sideline and ask the children one at a time to demonstrate dribbling in a straight line and to a point you designate and from there pass the ball into a designated area or between two cones about four feet apart.  This is a good time to make evaluation notes.  While the player shows you his/her stuff, the other players work in pairs passing a ball to each other.  At first keep the distance short.

 Session Two A – 30 minutes

Follow Bert – Objective: to practice turning while dribbling.

1. Demonstrate dribbling around five or six cones placed about two to three meters apart.  Dribble slowly around the cones and point out that you are using both feet, and that you’re keeping the ball quite close to your feet.  Ideally, point out and show that one can use the outside of the right foot to turn right or the inside of the left foot; and the outside of the left foot and the inside of the right foot to turn left.  Although this skill will be quite difficult for most of the students at this age itis not too early to practice the skill.  A few players will learn it even at this early age and for the rest the concept is introduced.
2. A player with Bert or another stuffed character will start out to dribble around the cones. Ask the rest of the children to follow Bert.  You will need to give the children, who should be lined up, a signal when to follow one at a time.  Gage this by the skill of the child ahead of them.  Ideally no child should be passed by a student following.  Switch to another leader.
3. After three or four trips around the cones play “Go Hunting for Bert”. See session one.

 Session Two B – 30 minutes

Beat Bert the goalie – Objective: to practice dribbling with head up, watching out for other players.

1. Hang or stand Bert in a goal.  No, there is no player attached to Bert.  From the opposite end demonstrate dribbling toward the goal and kicking the ball past Bert by getting the ball to the left or right of Bert.  The idea is not to hit Bert.
2. Ask all players to line up with a ball each from where you started on the opposite end of the goal.  At a signal all players should advance toward the goal and score on Bert.  Repeat this about three times.  If you find that there are too many students going at once, ask half or a third of the group to go at once rather than all.  But remember the objective is to dribble with head up and shoot with eyes on the goal not on the ball at the feet.
3. Review turning while dribbling with the game of “Follow Bert”. See lesson two.
4. If there is time, play a short game to reinforce dribbling and passing with “Go Hunting for Bert”. See lesson one.

 A couple final notes    

How quickly players learn these skills will vary greatly.  It is important to give them plenty of time with the ball to become comfortable with it at their feet.  Teacher talk will not lead even the quicker students to pick up the skill.  Demonstration and most of the time  practicing with a ball will show results with the student, however.  Encourage students for trying hard.  It is also unlikely that all students will master these skills.  Most may not, but they have been introduced to these basic skills and they will master them given the time to practice.  So don’t be afraid to move on to other activities, after having repeating these sessions a few times to review these skills.

These practice sessions are easily adapted to older children.  Moving the cones closer together, for instance when practicing turning with the ball.  Bert and fellows like him, however, may lose their appeal after age eight or nine.  Players will voice and show when Bert and props like him will not be popular.

Please click on the “Thoughts and Ideas” menu tab.  Why do many kids not like the thought of school starting up again?  Think about it and leave your ideas and thoughts.

Welcome to my Blog.  

It’s one of my goals to use this blog to tell what I’m up to, what I’m writing about, and what topics or news stories I find interesting.  I also want to exchange thoughts and ideas with others of similar and differing opinions.  You might call it my attempt to keep on learning.  For those who might be interested I will have lesson plans and coaching tips that can be copied for free.  I will designate pages where I will share poetry and stories written by friends as well as some of my own writing.  In my view too much excellent literature cannot bring joy to a wider audience, because it remains unpublished for one reason or another.  Samples of my writing can also be found on my website: http://wmanke.com/ .  I might add other goals as I blog along.  For now, it’s still a matter of learning to refine my blog.

Please click on the “Lesson Plan” menu tab above for a free lesson plan.  Others will be found in the Archives.

You can find free soccer coaching tips by clicking on the “Coaching Tip” tab.  Other coaching tips will be found in the Archives.

http://wmanke.com