Readers match their speed to the meaning of the text.

Teaching Point:

Readers match their speed to the meaning of the text.

What Needs Work:

slowing down oral reading

Small Group Lesson:

·         Model oral reading where the speed of your voice changes.  (I used the book Roller Coaster by Marla Frazee) ·         Ask students, “What do you notice about my reading?” ·         Discuss that good reading isn’t always just fast.  ·         Read a few more pages of the book and have students show what speed you should read using their thumbs (thumbs up = fast, thumb to the side = medium, thumb down = slow) ·         Discuss that most reading should be medium speed. ·         Practice reading different speeds with just-right books.  Have students whisper  read aloud and show their speed with their thumbs.

Resources:

First Grade Readers, Stephanie Parson, page 131

Lesson By:  Megan

Readers know when to reread.

Teaching Point:

Readers know when they need to reread.

What Needs Work:

knowing when to reread

Small Group Lesson:

·         Explain and model examples of three times when readers should reread: 1.      When you stop to figure out a new or hard word.  Reread the sentence smoothly. 2.      When the whole book or chapter took a lot of sounding out.  Reread the entire thing (book or chapter). 3.      When there is a rough patch.  Reread that spot.  ·         Practice rereading with just-right books.

Resources:

First Grade Readers, Stephanie Parsons, page 44, 85, 126

Lesson By:  Megan

Readers slow down to read with expression.

Teaching Point:

Readers slow down to read with expression.

What Needs Work:

Students are reading too fast and completely ignoring punctuation and expression.

Small Group Lesson:

·         Teacher reads a poem out of the poem book. I used Five Batty Bats.   ·         Teacher reads once too quickly with no expression and once more slowly and with expression. ·         Teacher then asks: What do you notice? (Students will say the second time sounds better and has expression) Why is this important? (Students will say it sounds better and they understand the text more). ·         Teacher and students chorally read Five Batty Bats together and then read another poem together as well, emphasizing slowing down and expression. ·         Students practice reading outloud individually with a poem of their choice. Other students listen and give compliments.

Resources:

Poem book

Lesson By:  Gina

Readers read every word.

Teaching Point:

Readers read every word.

What Needs Work:

Reading every word, not skipping any

Small Group Lesson:

·         Teacher reads a page in any book. Teacher skips words. ·         Teacher asks students: What do you notice? (Students will notice skipped words) ·         Teacher then asks: Why is skipping words a problem? (Students will answer that the story won’t make sense) ·         Teacher models correctly. Teacher asks: What can we do to help ourselves read every word? (Students will answer rereading, focusing, finger pointing, slowing down). Discuss strategies. ·         Students practice with just right books – Read a page or paragraph aloud and work on reading every word.

Resources:

Any book to model with, just right books

Lesson By:  Gina