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 notice when things don't make sense.

Teaching Point:

Readers notice when things don’t make sense.

What Needs Work:

decoding, reading through the whole word, slowing down

Small Group Lesson:

·         Readers have to do a lot of things at once.  One of the things they need to do is listen to themselves to notice when things don’t make sense.  ·         Model reading that doesn’t make sense.  Have kids identify what doesn’t make sense.  ·         Use whisper phones to practice listening to themselves while reading just-right books.  Remind them to go back and reread when they notice something doesn’t make sense.

Resources:

First Grade Readers, Stephanie Parsons, page 39

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