1. Which animal do you enjoy most?
Matt has a dog, a cat, and a fish! Yet, he would also like a bird. Matt likes lots of animals; he enjoys dogs most.
Which animal do you enjoy most?
How do you read a text that has punctuation marks?
For Example: Matt has a dog, a cat, and a fish! Yet, he would also like a bird. Matt likes lots of animals; he enjoys dogs most.
Which animal do you enjoy most?

3. To read fluently means to read with a story tellers voice.
This makes it feel like it is really happening to help you understand the story.

4. Which animal do you enjoy most?
Matt has a dog, a cat, and a fish! Yet, he would also like a bird. Matt likes lots of animals; he enjoys dogs most.
Which animal do you enjoy most?
Sometimes readers read without stopping for end punctuation marks or in sentence punctuation marks. They ignore the punctuation marks. Listen to what this passage would sound like if I did not make any stops for the punctuation marks: MATT HAS A DOG A CAT AND A FISH YET HE WOULD ALSO LIKE A BIRD MATT LIKES LOTS OF ANIMALS HE ENJOYS DOGS MOST WHICH ANIMALS DO YOU ENJOY MOST That sounded like one big long sentence and I did not have a good stop to take a breath!
Punctuation marks are telling me to make different types of breaks. I need to do so, so I can understand the story.

5. When we read, we need to notice each of the end punctuation marks and make a full stop as well as the in sentence punctuation marks and make a quick stop. When we see a period we make a full stop with our voice. When we see an exclamation point, we make a full stop with our voice. When we see a question mark, we make a full stop with our voice. These are all end punctuation marks.
We also need to remember in sentence punctuation marks. When we see a comma, we need to take a quick break with our voice. And when we see a semicolon, we need to take a quick break with our voice.

6. Which animal do you enjoy most?
Matt has a dog, a cat, and a fish! Yet, he would also like a bird. Matt likes lots of animals; he enjoys dogs most.
Which animal do you enjoy most?
Let’s take a look at this text and keep in mind what we now know about punctuation marks.
I’m going to start reading. MATT HAS A DOG, oh look! I see a comma! When I see a comma do I need to take a full stop or a quick break? I remember that a comma means I need to take a quick break. Now I am looking along this line and I am noticing another comma so that means another quick break…..and I see an exclamation point at the end of the sentence. When I see an exclamation point do I need to take a full stop or a quick break? I remember that an exclamation point means I need to make a full stop. Wow, this sentence has a lot of punctuation. I am going to try and read this sentence to match the punctuation marks. Matt has a dog, a cat, and a fish! Yet, Oh I see another comma! I know what that means, another quick break right here. I think I have it figured out.

7. I just figured out that to notice all of the punctuation marks to read fluently I need to…
First, stop when I come to an in sentence or end punctuation mark.
Then I need to think, Do I need to take a full stop or a quick break with my voice?
After that, I need to reread the sentence to match the punctuation mark.
I can follow these steps to read fluently.

8. Okay. Let’s try out the steps with this text
Okay. Let’s try out the steps with this text. I need to stop when I come to punctuation.
I AM GOING FOR A WALK– oh time to stop. I see a semicolon. Do I need to take full stop or a quick break with my voice? A semicolon is an in sentence punctuation mark. That means I need to take a quick break with my voice right here. Okay, let me reread it with my quick break and then keep going. I AM GOING FOR A WALK; I WILL BE GONE 20 MINUTES. So I took my quick break after the word walk for the semicolon and it sounded right, but now I see a period so I need to stop again! Do I need to take a full stop or a quick break with my voice? A period is an end punctuation mark. I remember it means to make a full stop. Okay, let me go back and read this whole sentence again with my quick break at the semicolon and my full stop at the period. I AM GOING FOR A WALK; I WILL BE GONE 20 MINUTES. I like to take walks– oh boy! Another comma! A comma tells me to take a quick break like this: I LIKE TO TAKE WALKS, BUT NOT WHEN IT IS HOT OUTSIDE! And there I see an exclamation point! Hmmm, Do I need to take a full stop or a quick break with me voice? I remember that an exclamation point is an end punctuation- so I need to take a full stop. Let me reread the entire sentence with my full stops and quick breaks in the correct spots. I LIKE TO TAKE WALKS, BUT NOT WHEN IT IS HOT OUTSIDE. Now that sounds right!

9. The steps we take to notice punctuation marks.
First, stop when you come to an in sentence or end punctuation mark.
Then think, Do I need to take a full stop or a quick break with my voice?
Last, reread the sentence to match the punctuation mark.

10. In this lesson you have learned how good readers read fluently by noticing all punctuation as they read.

11. DD p 21
Now you try.
Press play when you are ready to hear me try it.
I know I need to stop when I come to a punctuation mark. BY THE NEXT MORNING, After morning there is a comma. Do I need to take a full stop or a quick break for a comma? I remember that a comma is an in sentence punctuation mark. That means I need to take a quick break with my voice.
DYAMONDE FELT MUCH BETTER, I see another comma. I need to take a quick break with my voice ESPECIALLY WHEN SHE WOKE UP THE A FAMILIAR SMELL. I am going to stop because I see a period. Do I need to take a full stop or a quick break for a period? I remember that the period tells me stop my voice.
I am going to reread it with all of my full stops and quick breaks in the correct spaces, following the punctuation marks. BY THE NEXT MORNING, DYAMONDE FELT MUCH BETTER, ESPECIALLY WHEN SHE WOKE UP TO A FAMILIAR SMELL.

12. Follow the steps in your own books.
Once you’ve practiced with several punctuation marks, find a family member, teacher, or classmate and show them how you do it.

14. Use this rubric to ensure your lesson plan is great!
Lesson Slides Rubric
Use this rubric to ensure your lesson plan is great!
LearnZillion Notes:
--You can delete this page and everything below it once you’re finished with your presentation!

15. Storyline or Arc of the Lesson
Criteria for Success
Things to avoid
Storyline or Arc of the Lesson
There is a clear arc to the lesson. One slide leads naturally to the next so that there is a flow and a building of meaning
All the components of the lesson are there but they seem disconnected, as if the author wrote each without thinking about how they fit into the whole.
Hook Slide
The teacher poses a simple concrete question
The question is short
The question is overly general and doesn’t include a specific question
The hook is overly-complicated and potentially confusing
Objective Slide
The objective follows the form (you will learn X by doing Y)
Is concise and follows the form provided in the examples
Does not follow the form
Is overly vague in describing either the X or the Y
Is too long
Is written for teachers but not students
Let’s Review
Reminds the student of the overall topc (example: what a prefix is)
Reminds the student of important vocabulary
Is as concise as possible
Is either too detailed or not detailed enough in connecting the lesson to other lessons
Makes the lesson overly dependent on the other lessons (student will be confused or feel like they’ve made a mistake, if they watch this lesson alone)
Is too elaborate

16. Steps and Objective Review
Example and Modeling
Provides an example of when the student would encounter this word/topic
Is in “think aloud” format. The teacher is opening up his/her thought process to the student and modeling the struggle; showing how he/she drafts and revises ideas in his/her mind
Engages the learner by asking questions along the way to build suspense
Models the steps articulated below
Fails to explain his/her thinking along the way. The teacher effortlessly runs through the steps as if it’s all obvious and easy
Does not ask any questions along the way to pull the learner in
Does not model the steps below
Steps
Clearly connects with the objective
Includes 2-3 steps that a reader can take to achieve the objective
Is student focused (the steps accurately imagine what a student who has never done this before will need to do)
Is logical and specific (you can visualize the act of doing the step. There is no magic leap that happens between steps)
The connection with the objective is unclear
Includes 4+ steps (and therefore should be split into two or more lessons)
Involves a magic leap that assumes a student can make a leap between steps that is natural to an adult
Example and Modeling 2
Provides another example of when the student would encounter this word/topic
Models the steps articulated above
Does not model the steps above
Steps and Objective Review
Reviews the steps and objective in a “see what I did” way
Serves as a “let’s pull this all together” moment that helps organize the lesson in the learner’s mind
Creates abrupt feeling between the modeling and the reviewing (subtext: “we’re done modeling, let’s quickly bring this lesson to a close.”)

17. Extension Activity Suggestions
Guided Practice
Challenges the student to do steps
Is at the same difficulty level modeled in the lesson
Seem unrelated to the hook question
Is at a different difficulty level than that modeled in the lesson
Extension Activity Suggestions
Includes a suggestion for a struggling student who needs more opportunities for practice
Includes suggestion for students who get it and are ready to be challenged further with the strategy
Suggestions should clearly build from the approach in the core lesson
Does not include differentiation
Does not thoughtfully connect or flow from the lesson
Does not clearly build from the approach in the core lesson
Does not give a range of independent practice activities
Aesthetics
The slides use the correct colors (blue, green, red) in the correct sequence
The slides use the correct fonts
The slides use handwriting and the handwriting appears as written in the right places
The slides only use the headers/titles provided
The slides use the provided visuals or include visuals created by the author or LearnZillion
The slides use animation, highlighting, and circling to scaffold the learning, keeping the eye focused on what the teacher is introducing/explaining
The slides clean and uncluttered. The visuals and text do not exceed the maximum amount (see tutorial for example of maximum)
The slides use other colors or vary the order of the colors
The slides add new headers/titles that aren’t part of the template
The slides use clip art
The slides are cluttered
Animation is distracting and feels more like sizzle than part of the steak

18. Graphic and Image Templates
Copy and Paste items from these slides to make your presentation look great!
LearnZillion Notes:
--You can delete this page and everything below it once you’re finished with your presentation!

19. LearnZillion Notes:
--The first time text appears, it should always appear letter by letter using animation. If the same text appears later (perhaps in a review section), the text should simply fade in.
--Use green text for headlines and main ideas, blue for examples and detail, and red for even more intricate details or examples.
--Always use black text on the “yellow sticky note” images.
--Never use a font size smaller than 28

20. LearnZillion Notes:
--The bubbles and text are separate pieces (not “grouped”). That means that you’ll want to select both of them before you can move, copy or paste the set. You can select both of them and resize them together or you can select just the text box or just the bubble and adjust either one.
--If you select just the bubble, you can grab the yellow square to manipulate or elongate the tail.
--Use letter-by-letter animation the first time you show a given text bubble, but if the same bubble appears later, use “fade” animation.

21. LearnZillion Notes:
--The sticky notes and text are separate pieces (not “grouped”). That means that you’ll want to select both of them before you can move, copy or paste the set. You can select both of them and resize them together or you can select just the text box or just the sticky note and adjust either one.
--Use letter-by-letter animation the first time you show a given sticky note, but if the same note appears later, use “fade” animation for the text.

22. Common Issues:
--To rotate an arrow, select it and then drag the green dot to rotate however you like.
--To change the color of an arrow, select the arrow, then on the “Home” tab select “Shape Fill”

23. LearnZillion Notes:
--You can delete any of these that you don’t need.

24. LearnZillion Notes:
--You can resize these boxes and use them to highlight text in a passage or an important piece of an equation etc. You can also use a pen or other drawing tool though.

25. Let’s Review A Common Mistake Let’s Review Guided Practice
Extension Activities
Let’s Review
Quick Assessment
LearnZillion Notes:
--You can create a new slide that automatically uses one of these banners by clicking the arrow under “new slide” and choosing from one of the master templates.
--If you want to edit the text though, you can grab one of these and adjust as necessary.