LESSON PLANS
F-06: Reading with Intonation
The Red Shoes
Guided Reading Fluency: Reading with Intonation
Purpose: TLW…Read fine and bold printed text as author intended
FLUENCY
Guided Reading Practice:
Materials:
Sails book: The Red Shoes, Recording sheets/Response Journal, Pencils
(C) Say: “Today, our group is going to read the book, The Red Shoes by Jill Eggleton. This story is about a little girl and her new shoes. We are going to find out what happens to her new shoes.”
(C) “First, I want us to look through the book and make predictions about what we think is happening or is going to happen in this story.” Look through the book and discuss what is happening in the pictures. Have the students make predictions as you go along. Point out the different fonts and discuss the reason for these.
(V, F) “Now I am going to ask you to help me find a word in our story that we need to read with expression. First, I need you to raise your hand if you can tell me what page we should look on to find a word that is printed differently. Call on a student for the answer. “Super. Yes, page 6 does have several words written differently. Everyone find the special words on page 6. How do you think we should read these words? If you want you may have other students locate the special printed words on other pages. “Wow, you all are so smart! I think we are ready to read our new story. While you are reading your story, you will notice the different sizes of the print we talked about earlier today. As you read, make sure you are changing the volume of your voice to match the printed text.” Allow them time to read the story at their own pace while you listen and support them as necessary. “Fantastic. Now I want us to read the story together. As we read, I want you to focus on reading fluently as we change the volume of our voice.” Read the story with them modeling expressive reading.
Check for Understanding:
(C) Check comprehension by asking your students to summarize or retell the story.
Independent Practice:
(C, F) “While I am working with the groups, each of you will have a job to do. I want your group to go to our computer/TV station to read the story The Red Shoes with the computer two times. I want you to practice reading the words the way the author intended. When you finish reading, I want you to respond in your journal by writing what you learned today about reading fluently. Dismiss students to their learning stations, record your anecdotal records, and prepare for the next reading group.
Independent Practice:
Have the students take the book they read home to read expressively to their family. After they have read the book, have each person who listened to them sign the reading record as evidence that it was read.
P-06
Phonics Lesson—Short e
The Red Shoes
Guided Reading: Short e
Purpose: The learner will… use phonics knowledge of short e to read continuous text.
FLUENCY
Guided Reading Practice:
Materials: Sails book: The Red Shoes
Recording sheets
Pencils
Highlighters/yellow crayons
(C) Say: “Today, our group is going to read the book, The Red Shoes by Jill Eggleton. This story is about a little girl and her new shoes. We are going to find out what happens to her new shoes.”
(C, V) “First, I want us to look through the book and make predictions about what we think is happening or is going to happen in this story.” Look through the book and discuss what is happening in the pictures. Have the students make predictions as you go along. Point out the captions and index and discuss the reason for these.
(P) “Wow, you all are so smart! I think we are ready to read our new story. While you are reading your story, you will notice several words that have the short e sound. Remember to use your decoding skills to help you read the tricky words. After you have read the story one time by yourself, we will read it together.” Allow them time to read the story at their own pace while you listen and support them as necessary.
(F) “Fantastic. Now I want us to read the story together. As we read, I want you to focus on reading fluently with phrasing and expression.” Read the story with them modeling expressive reading.
Check for Understanding:
(C) Check comprehension by asking your students to summarize or retell the story.
Independent Practice:
(C) “While I am working with the groups, each of you will have a job to do. I want your group to go to our computer/TV station to read the story The Red Shoes with the computer three times. For the first two times you are reading the story with the computer, I want you to practice reading fluently with expression. Then the last time, I want you to listen for all the short e words. As you hear a short e sound in a word, I want you to write the word down on your recording sheet. Finally, I want you to take a highlighter/yellow crayon and highlight all the short e’s in your list of words.” Dismiss students to their learning stations, record your anecdotal records, and prepare for the next reading group.
P-12
Phonics Lesson—Short o
The Red Shoes
Guided Reading: Short o
Purpose: The learner will… use phonics knowledge of short o to read continuous text.
FLUENCY
Guided Reading Practice:
Materials:
Sails book: The Red Shoes
Recording sheets
Pencils
Highlighters/yellow crayons
(C) Say: “Today, our group is going to read the book, The Red Shoes by Jill Eggleton. This story is about a little girl and her new shoes. We are going to find out what happens to her new shoes.”
(C, V) “First, I want us to look through the book and make predictions about what we think is happening or is going to happen in this story.” Look through the book and discuss what is happening in the pictures. Have the students make predictions as you go along. Point out the different fonts and discuss the reason for these.
(P) “Now I am going to ask you to help me find a word in our story. First, I need you to raise your hand if you can tell me what letters you would find at the beginning of the word ‘scared’.” Call on a student for the answer. “Super, ‘scared’ does beginning with the letters ‘sc’. Now I want you to look here on page 12. Can someone show me the word ‘scared’? Choose a student to show you the word on the page. If you want you may have other students locate the word ‘crashing’ on page 4 & ‘worried’ on page 10.
(P) “Wow, you all are so smart! I think we are ready to read our new story. While you are reading your story, you will notice several words that have the short o sound. Remember to use your decoding skills to help you read the tricky words. After you have read the story one time by yourself, we will read it together.” Allow them time to read the story at their own pace while you listen and support them as necessary.
(F) “Fantastic. Now I want us to read the story together. As we read, I want you to focus on reading fluently with expression. You may even want to change your voice to read the highlighted text.” Read the story with them modeling expressive reading.
Check for Understanding:
(C) Check comprehension by asking your students to summarize or retell the story.
Independent Practice:
(C, F, P) “While I am working with the groups, each of you will have a job to do. I want your group to go to our computer/TV station to read the story The Red Shoes with the computer three times. For the first two times you are reading the story with the computer, I want you to practice reading fluently with expression. Then the last time, I want you to listen for all the short o words. As you hear a short o sound in a word, I want you to write the word down on your recording sheet. Finally, I want you to take a highlighter/yellow crayon and highlight all the short o’s in your list of words.” Dismiss students to their learning stations, record your anecdotal records, and prepare for the next reading group.
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