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Design for Learning

Instructor: Taylor Nix

Lesson Title: A Fluent Christmas
Curriculum Area: English Language Arts

Grade: 3rd
Date: November 1, 2014
Estimated Time: 50 min

Standards Connection: ALEX 3rd English Language Arts 21.) Read with sufficient accuracy
and fluency to support comprehension. [RF.3.4]
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression
on successive readings. [RF.3.4b]

Learning Objective(s): After reviewing a readers theater rubric, students will perform a
Christmas readers theater to demonstrate the three components of fluency (accuracy, rate, and
expression) and earn a four out of four on the rubric.

Learning Objective(s) stated in kid-friendly language: Boys and girls, today you are going
to get to perform a Christmas readers theater!

Evaluation of Learning Objective(s): Students will be split up into 4 groups and will be given a
readers theater script. We will review the readers theater rubric on the standards of their
performance (see attached rubric). The students will be evaluated/assessed based on their
accuracy of reading of the readers theater script, reading with expression and phrasing, eye
contact and use of props. Students must score a 3 out of 4 on the delivery section of the rubric in
order to be considered proficient.

Engagement: I will gather students attention. 1, 2, 3! Eyes on me! (1, 2! Eyes on you!). After I
have the attention of the students, I will begin to introduce the lesson. Boys and girls, I know I
have told you a million times already, but Christmas is my VERY favorite time of year. I love
Christmas music, decorations, and lights. I love that I can drink as much hot chocolate as I want
because it is cold outside. I love anticipating snowfall and then getting to play in it if it does
actually snow! I enjoy getting to spend time with my family and close friends. What are some
things that you like about Christmas? I want everyone to think about one thing that is their
favorite part of Christmas. We are going to go around the room and share our favorite parts. Ill
start on the right side of the room. I will then begin with the first student and allow every student
time to respond with their favorite thing about Christmas. I love all of those things too! I
especially loved that a few of you said your favorite part of Christmas is the stories that are told.
There are so many fabulous stories that are told during Christmastime. Can anyone think of a
good one, or their favorite one? I will allow a few students to respond before continuing. Yes!
Those are fabulous stories! One of my favorite Christmas books is the Polar Express. Books are
a great way to practice fluency. Do yall remember that word from a few days ago? What do we
know about fluency? I will give students time to respond. Youre right! Today, boys and girls, we

will continue our discussion on fluency and you are going to get a chance to perform your own
Christmas story through a readers theater!

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Learning Design:
I. Teaching: Okay, boys and girls! Before you take out your readers theater scripts that I gave
you yesterday, I want to talk a little bit about why we are doing a readers theater and how
you will be graded. I mentioned before that we are going to be enhancing our fluency through
this readers theater. Someone remind me again what fluency is? I will call on a student to tell
me what fluency is. Youre right! Fluency is the ability to read a text with the appropriate
rate, accuracy, and expression. Everyone say that with me. Students will say the three
components of fluency with me. Rate. Accuracy. Expression. Very good! I need for someone
to explain to me what rate is. What does rate have to do with being a good reader? I will
allow students time to tell me what rate is. I like the way you explained that! Rate is the speed
at which you are reading. So, if I were to read like this I will read in a slow manner with
many pauses. Would I be a reader who is reading a good rate? Students will respond with no.
Thats right. Now, the next component of fluency is? Accuracy! Thats right. Who can tell
me what accuracy is? I will allow students time to tell me what accuracy is. Great! Accuracy
is reading words correctly. That means that you can recognize and read words correctly. Can
anyone put that into their own words? I will call on several students to put accuracy into their
own words. Very good, boys and girls! Hmm, what is the last part of fluency that we need to
talk about? Oh yeah! Expression! Does anyone have any ideas of what expression might be?
A few students will answer. Yes! Expression is changing the tone of your voice as you read. I
want you to tell me if this is using good expression as I read this sentence. I will write
sentence on the board (While I was drinking my hot chocolate, I looked outside and saw that
it was snowing!). I will read in a monotone voice, paying no attention to punctuation. While I
was drinking my hot chocolate I looked outside and saw that it was snowing. Is that good
expression? Am I moving my voice up and down and paying attention to the punctuation in
the middle and at the end? Students will respond with no. Youre right. What might be a
better way to read that sentence? Can someone try it out? I will call on one student to read
the sentence properly. Great job! You used great expression! So, fluency is made up of three
parts. Lets say them together. Rate. Accuracy. Expression. Great! What I want for us to do
next is review the rubric that I will be using as yall read and perform your readers theaters. I
will pass out a copy of the rubric to each student for them to be able to follow along as we
review it. Alright, kiddos. If youll look at your rubric, youll see that there are three different
sections on it. We are going to focus on the delivery section, which is the one at the very top.
Everybody see delivery? I will give time for students to find delivery or ask questions. Now,
everyone put your finger on delivery, then slide it all the way over to where it says, 1 Needs Improvement. Does everyone have their finger on the box under the Needs
Improvement section? I will give time for students to find that section and ask questions if
they need help. Great. Lets read that box together. Student had difficulty reading the script
and consistently did not use expression, eye contact, or props appropriately. So, after reading
that box, what do you think a reader who would score a 1 would sound like? I will allow

students to respond. Ill give yall an example. I will then read a short passage (2-3) sentences
in a monotone voice, grouping words incorrectly and pausing frequently. That reader would
need a lot of improvement, right? Can anyone explain to me why that reader would score a
1? I will call on a few students to respond. Yep, I didnt show any expression when I was
reading, I wasnt reading accurately, and I read very slowly. It seemed like I was struggling,
didnt it? Lets read the box under 2 - Fair together and see if can hear any improvement.
Student read the script but had little expression, few gestures, little eye contact, or did not
use the props appropriately. Can anyone put that into their own words? I will call on a few
students to put that sentence in their own words. Good. Let me give you an example of what a
reader would sound like if they were to read like that description. I will read the same 2-3
sentences from before, but tailor my expression, rate, and accuracy to fit the score of 2 on the
rubric. What about that reader would make him/her score a 2 on the rubric? Can anyone
think of anything specific from the way I read? I will allow a few students to respond. I agree!
I was able to read the passage, but I still didnt use much expression and I had a couple of
pauses. Lets move on to the box that says 3 - Good. We will read it together aloud.
Student read the script with some expression, gestures, eye contact, and use of props. This
time, I want you to turn to your neighbor and discuss what you think a reader would sound
like if they scored a 3 on the rubric. I will give students time to talk with their partner. Can
someone tell me some of the examples their partner gave for a reader who scored a 3 on the
rubric? I will call on a few students to answer. Great! Those are great examples. Let me give
you one more example. I will then read the same passage I have been reading, but tailored to
score a 3 on the rubric. Can everyone hear the difference in my voice from when I started at
block 1 to now when Ive reached block 3? I am slowly but surely reading with more
expression and accuracy and I am reading at an appropriate rate, right? Okay, I am going to
read that passage one more time. After I am done, I want you to tell me what block you think I
would fall under on the rubric. Pay close attention to the three components of fluency! I will
then read the passage one last time. This time, I will use appropriate expression, rate, and
accuracy and will sound like a fluent reader. What score do you think I would receive on the
rubric? Turn to a different partner and talk it out. I will give students time to talk with their
partners. Alright! Im ready to hear what my score would be! Students will respond with 4. A
four!? Really!? For me!? Why thank you! I agree with you! I need someone to tell me why I
got a four, though. I will call on a few students to tell me why I received a four. Youre all
right. I was moving my voice up and down and talking with lots of expression and
enthusiasm. I paid attention to punctuation, both in the middle and at the end of sentences. I
grouped words into phrases that sounded good together. All of those things work together in
order to make a fluent reader.
II. Opportunity for Practice: Now that we have gone over the rubric, I want us to read over the
readers theaters together. I will turn on the projector and pull up the first readers theater.
Raise your hand if you are in group one! Lets read the title of your readers theater together. I
will then read the title of group ones readers theater, A Christmas Truce, with group one.
Great. Now, group one, we are going to read your readers theater aloud. Right now, we are
not going to pay attention to the different parts because we are all going to read every part. I
need all the other groups to be quiet and listen respectfully to group one. I will then lead

group one in a choral reading of A Christmas Truce. What a fun readers theater! Now, raise
your hand if you are in group two. Lets read the title of your readers theater together. Ready?
I will then read the title of group twos readers theater, The Polar Express, with group two.
Now, lets read the readers theater together, group two. Remember, we are reading all of the
parts! Every other group, please listen respectfully! I will then lead group two in a choral
reading of The Polar Express. Boys and girls, that is one of my very favorite Christmas
stories. I love it! Okay, group three, I want to read with you! Lets start with the title of your
readers theater. Someone please raise their hand and tell me where the title of the story can
be found. I will call on one student to tell me. Great! At the top of the page, youre right!
Okay group three, lets read your title. I will then read the title of group threes readers
theater, A Christmas Story, with group three. So your readers theater is going to be about a
classic Christmas movie called A Christmas story. Lets read the script together. I will then
lead group three in a choral reading of A Christmas Story. What a great scene from that
movie! I am excited to see yall perform it. Okay, group four raise your hands! Lets read the
title of your readers theater. I will then read the title of group fours readers theater, The
Runaway Snowman. Hmm, I wonder what this readers theater will be about! Lets read it
together, group four, and find out! I will then lead grow four in a choral reading of The
Runaway Snowman. Great job reading, yall! Has anyone ever built a snowman before? I
will allow a few students to respond with stories. I have and I loved it! But, I didnt make my
snowman food and my snowman certainly didnt talk. Did yours? I didnt think so! Now that
we have read the scripts together, I am going to turn you loose to read your readers theaters
with your groups. Listen carefully! Take your rubrics with you and as you practice, I want
you to be listening to yourselves and to your partners. Help each other in polite and kind
ways! Please read through your script first, then you may go look through the prop box to
find props that will aid you in your performance. I cant wait to see and hear everyone
perform! I will then group students. I will allow students time to practice and help one
another. I will be walking around the room to help groups that might need help and to make
sure everyone stays on task.
III. Assessment: After students have had enough time to read over scripts and gather appropriate
props and supplies, I with gather their attention back to me. 1, 2, 3! Eyes on me! (1, 2! Eyes
on you!) Alright everybody! Is everyone ready to present their readers theaters?! I cannot
wait to watch them all. I know yall are going to do great! Okay, group one, youre up! Please
make your way to the front of the room and let us know when youre ready. Group one will go
up to the front of the room as I make my way to the back of the room with the rubrics and a
notepad to take notes. Group one will present their readers theater, titled The Christmas
Truce. Great job, group one!! I am so proud of your effort and I loved your use of props!
Everyone give group one a round of finger claps! Class will join me in finger clapping for
group one. Group two, youre next! Group two will make their way to the front of the room
and perform their readers theater, titled Polar Express. Wow! Great job, group two! You sure
did make the Polar Express come to life with that reading. Yall deserve a round of finger
claps! Class will join me in finger clapping for group two. Okay, group three, Im ready to
see what youve prepared. Group three will make their way to the front of the room and
perform their readers theater, titled A Christmas Story: Flagpole Scene. Now, that was great,

group three! Did you know A Christmas Story is a movie? Its one of my dads favorite
Christmas movies! He watches it all season long. Finger claps for group three everyone!
Class will join me with finger claps. Last group! Group four, its your turn! Group four will
make their way to the front of the room and present their readers theater, titled The Runaway
Snowman. Woohoo! That was a great readers theater to end on! I loved it! Great job! Yall
deserve a round of finger claps! Class will join me in finger claps for group four. Great job,
everyone. I could tell you really took your time when you were practicing with your groups
and paid attention to your expression and the way you were reading your scripts. Very good.
Now, I want one person from each group to return their props back to the prop box. I also
need one other person from each group to bring their readers theater scripts back to me,
please. Everyone else, sit tight and wait for further instruction. Students will then bring their
scripts back to me and return their props to the prop box. I will gather supplies needed for
closing (hot chocolate mixes, hot water percolator, and The Polar Express).
IV. Closure: I am still so impressed with everyones readers theaters. Yall did such a fantastic
job. Well have to do those more often! Okay, for our last little bit today, we are going to do
something fun! I have brought us all hot chocolate and we are going to read my favorite
Christmas book, The Polar Express! Listen carefully, though. This water for hot chocolate is
super hot, and I do not want yall to burn yourselves. So, I am going to dismiss you by table
to come over to where the hot water is and I am going to help you fix your hot chocolate.
When you have gone through the line and your hot chocolate is made, please return to your
seats and sit tight until everyone has gotten their hot chocolate. We will read the book after
everyone has gotten their drink. Sound good? Please wait quietly at your seats until I dismiss
your table. I will then dismiss students table by table and help them to fix their hot chocolate.
After every students has a cup of hot chocolate, I will return to the front of the room and read
The Polar Express. After I am done reading the book, I will dismiss students to pack up their
things and get their coats to get ready for carpool.

Materials and Resources:

Readers theaters (printed and on computer)
- Group 1: http://www.aaronshep.com/rt/RTE34.html (4 readers)
- Group 2: http://teachers.net/lessons/posts/3856.html (5 readers)
- Group 3: http://www.thebestclass.org/A_Christmas_Story.pdf (4 readers)
- Group 4: http://www.thebestclass.org/The_Runaway_Snowman.pdf (3 readers)
Readers Theater Rubric: http://www.readwritethink.org/classroom-resources/printouts/readerstheatre-rubric-30698.html
Hot chocolate mix
Coffee pot
The Polar Express
Props needed for readers theater (optional)
Projector

Differentiation Strategies (including plans for individual learners): I will have passed out the
readers theater scripts the night before in order for students to be able to read over them multiple

times before they come into class the next day. I will give my gifted students two choices: write
an alternate ending to their readers theater or pick one of the readers theaters and record a radio
show, which they would do by recording themselves as they acted out the readers theater. For my
students that struggle with fluency, I will use a recording device for them to record themselves
reading. They will be able to play back their voices, hear themselves reading, and correct
themselves to read with good fluency.

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Data Analysis:
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Reflection: