DAILY ORAL READING FLUENCY ACTIVITIES

Transcription

1 Lesson 1 Write the first two sentences from page 21 in the Student Book on the board. Read the sentences aloud tracking the print as you read. Then, have a student reread the sentences, tracking the print. Continue with the rest of the paragraph if the student is able. Lesson 2 Paired Reading Have students work in pairs. The first student will read the part of Mr. Gomez and the second student will read part of Bic on page 22 in the Student Book. After the students have had a chance to read, have them switch roles. Lesson 3 Have groups of 6 act out the conversations on pages in the student book. Have students pay attention to pace, intonation and accuracy. Lesson 4 Neurological Impress Read the dictionary definition for backpack on page 25 in the Student Book. Sit slightly behind the student holding the book in front of him or her. Speak toward his or her dominant ear. Read together as one voice with you tracking the print. The letter should be read slightly beyond the student s normal rate, so attention is paid to whole words and sentences. Lesson 5 Using page 30 in the Student Book, assign the parts of a narrator, Liliana, Maria, Carmen, and Carlos. Have students practice their parts orally with a partner, so they can receive feedback. When students are prepared to read their parts, have them come to the front of the room with their books and perform the story. Remind students to speak naturally and with feeling as they read their parts. If time permits, allow the to be performed several times by different students. Lesson 6 Have students work in pairs. Read the : Repeated Readings direction with them. Have the first student read A New School on page 30 in the Student Book. The second student will time for one minute. Then have students answer the questions on page 30. Have students switch roles. Encourage students to reread A New School a few more times to see if they can read and understand more each time. Copyright by Pearson Education, Inc. 1

2 Lesson 7 Read one sentence from the student-writing model Student Book page 32 with Continue until the student can imitate the entire model Lesson 8 Have students volunteer to read the paragraph they wrote introducing themselves to the Lesson 9 Write the Language and Learning Strategies checklist on page 37 in the Student Book on the board. Read the checklist aloud tracking the print as you read. Then, have students read the checklist tracking the print as they read. Lesson 10 Have groups of 3 act out the conversation on pages in the student book. Have students pay attention to pace, intonation and accuracy. Lesson 11 Speed Drill List the vocabulary words and expressions from page 39 in the Student Book on a word wall. Have students read the wall with speed and accuracy. Record the words they have difficulty with, and have students write the words in their personal thesaurus for review. Lesson 12 Neurological Impress Read the Carmen s schedule on Student Book page 42. Sit slightly behind the student holding the book in front of him or her. Speak toward his or her dominant ear. Read together as one voice with you tracking the print. The letter should be read slightly beyond the student s normal rate, so attention is paid to whole words and sentences. Continue with Carlos schedule if there is time. Lesson 13 After the students have completed the exercise on page 44 in the Student Book, write the sentences on the board. Read the sentences aloud tracking the print as you read. Then, have students read the sentences tracking the print as they read. Copyright by Pearson Education, Inc. 2

3 Lesson 14 Listen and Read Have students listen to the audio while they silently read I Know the Answer! on page 46 in the Student Book. After students have had a chance to read silently, have them read the page to you aloud. Encourage students to pay attention to intonation, Lesson 15 Have students work in pairs. Read the : Repeated Readings direction with them. Have the first student read I Know the Answer on page 46 in the Student Book. The second student will time for one minute. Then have students answer the questions on page 30. Have students switch roles. Encourage students to reread A New School a few more times to see if they can read and understand more each time? Lesson 16 Read one sentence from the student-writing model Student Book page 48 with Continue until the student can imitate the entire model. Lesson 17 Pair a student with stronger reader. Have a student read the Tools for Writing on Student Book page 49 to the stronger reader. As the stronger reader listens, he or she gives appropriate feedback. Lesson 18 Have students volunteer to read the paragraph they wrote about their favorite class to the Lesson 19 Paired Reading Have students work in pairs. The first student will read the part of Carmen and the second student will read part of Maria on pages in the Student Book. After the students have had a chance to read, have them switch roles. Lesson 20 Have groups of 2 act out the conversations on pages in the student book. Have students pay attention to pace, intonation and accuracy. If time allows, have other students play the parts of Carmen and Maria. Copyright by Pearson Education, Inc. 3

4 Lesson 21 Pair a student with stronger reader. Have a student read the Articles: A and An on Student Book page 58 to the stronger reader. Have the student repeat a and an as necessary. As the stronger reader listens, he or she gives appropriate feedback. Lesson 22 After the students have completed the exercises on page 60 in the Student Book, write the sentences on the board. Read the sentences aloud tracking the print as you read. Then, have students read the sentences tracking the print as they read. Lesson 23 Listen and Read Have students listen to the audio while they silently read the Carlos Backpack on page 62 in the Student Book. After students have had a chance to read silently, have them read the pages to you aloud. Encourage students to pay attention to intonation, pace, and accuracy. Lesson 24 Have students work in pairs. Read the : Repeated Readings direction with them. Have the first student read Carlos Backpack on page 62 in the Student Book. The second student will time for one minute. Then have students answer the questions on page 62. Have students switch roles. Encourage students to reread Carlos Backpack a few more times to see if they can read and understand more each time? Lesson 25 Read one sentence from the student-writing model Student Book page 64 with Continue until the student can imitate the entire model. Lesson 26 Pair a student with stronger reader. Have a student read the Tools for Writing on Student Book page 66 to the stronger reader. As the stronger reader listens, he or she gives appropriate feedback. Copyright by Pearson Education, Inc. 4

5 Lesson 27 Have students volunteer to read the paragraph they wrote about their backpack to the Lesson 28 Oral Reading Have students read the passage found on page 60 of the Assessment for Unit 1 with speed and accuracy. Record how many words the students read in one minute. Use the rubric provided to score each student s performance. Lesson 29 Speed Drill List the vocabulary words and expression from Unit 1 on a word wall. Have students read the wall with speed and accuracy. Record the words they have difficulty with, and have students write the words in their personal thesaurus for review. Lesson 30 Model Fluent Reading Choose a book that the students will find interesting, and read the first chapter or first few pages to the class, modeling fluent reading. Encourage students to listen attentively and to think of questions they might want to ask about the book. Copyright by Pearson Education, Inc. 5