Daily Oral Reading Fluency Activities

Transcription

1 Daily Oral Reading Fluency Activities Lesson 1 Echo Reading Read The Big Question on Student Book page 241 with appropriate intonation and pacing. Have a child try to imitate your reading model. Lesson 2 Neurological Impress Using pages in the Student Book, sit slightly behind the child. Read the first sentence on page 242. Hold the book in front of him or her so you speak toward his or her dominant ear. Read together as one voice with you tracking the print. The passage should be read slightly beyond the child s normal rate, so attention is paid to whole words and sentences. Continue with the rest of the sentences on pages if there is time. Lesson 3 Choral Reading Read or sing the first stanza of My Friend, Your Friend on Student Book page 244 to a group of children. Have them practice reading or singing the poem until they can read it in one voice. You may divide the children into groups and assign a stanza to each. Lesson 4 Have children listen to the Audio CD while they silently read the sentences on page 246 in the Student Book. After children have had a chance to read silently, have them read the page to you aloud. Encourage children to pay attention to intonation, pace, and accuracy. Lesson 5 Predictable Language Write the following nursery rhyme on the board: Little Bo-Peep has lost her sheep And can t tell where to find them. Leave them alone, and they ll come home And bring their tails behind them Read the rhyme aloud to the child tracking print as you read. During the second reading, pause at the end of each line allowing the child to fill in the missing word. During subsequent readings, have the child join in reading any parts he or she feels able to read. Copyright by Pearson Education, Inc 1

2 Lesson 6 Reader s Theater Assign a sentence from Max and Ray! on Student Book pages to each child. Have children practice reading their parts orally with a partner, so they can receive feedback. When the children are prepared to read, have them stand holding their books with their backs to the audience. The sentences are read to the audience. When each child reads, he or she faces the audience, then turns back around when he or she is finished. Lesson 7 Have children listen to the Audio CD while they silently read Max and Ray on pages in the Student Book. After children have had a chance to read silently, have them read the pages to you aloud. Encourage children to pay attention to intonation, pace, and accuracy. Lesson 8 Read for Speed and Accuracy Have a child reread Max and Ray on Student Book pages to you. Time one minute and see how many words the child has read in one minute. Allow the child to read again to see if he or she can improve his or her score. Lesson 9 Tracking Method Write sentences from Max and Ray on Student Book pages on the board. Read the sentences aloud tracking the print as you read. Then, reread the sentences encouraging children to join in reading words or phrases when they are able. Continue with the rest of the sentences from Max and Ray if there is time. Lesson 10 Model Fluent Reading Choose a book from the classroom library, and read it to the class, modeling fluent reading. Encourage children to listen attentively, and to think of questions and clarifications they might want to know about the book. Copyright by Pearson Education, Inc 2

3 Lesson 11 Have children listen to the Audio CD while they silently read the sentences on page 258 in the Student Book. After children have had a chance to read silently, have them read the pages to you aloud. Encourage children to pay attention to intonation, pace, and accuracy. Lesson 12 Predictable Language Write the following nursery rhyme on the board: Jack Sprat could eat no fat. His wife could eat no lean. And between the two of them, they licked the platter clean. Read the rhyme aloud to the child tracking print as you read. During the second reading, pause at the end of each line allowing the child to fill in the missing word. During subsequent readings, have the child join in reading any parts he or she feels able to read. Lesson 13 Echo Reading Read one sentence from Our Park on Student book pages with appropriate intonation and phrasing. Have a child try to imitate your reading model. Continue until the child can imitate more than one sentence at a time. Lesson 14 Buddy Reading Pair a child with a stronger reader. Have a child read a sentence from Our Park on Student Book pages to the stronger reader. As the stronger reader listens, he or she gives appropriate feedback. Lesson 15 Read with Expression Have a student read Our Park on Student Book pages Have them pay attention to punctuation to help them read with energy and expression. Have them record themselves reading. Replay the recording as the child follows along so he or she can hear what his or her oral reading sounds like. The child can then record the passage again listening for improvement. Copyright by Pearson Education, Inc 3

4 Lesson 16 Tracking Method Write sentences from Our Park on Student Book page 262 on the board. Read the sentences aloud tracking the print as you read. Then, reread the sentences encouraging children to join in reading words or phrases when they are able. Continue with the rest of the sentences from Our Park if there is time. Lesson 17 Model Fluent Reading Choose a book from the classroom library, and read it to the class, modeling fluent reading. Encourage children to listen attentively, and to think of questions and clarifications they might want to know about the book. Lesson 18 Have children listen to the Audio CD while they silently read the sentences on page 270 in the Student Book. After children have had a chance to read silently, have them read the pages to you aloud. Encourage children to pay attention to intonation, pace, and accuracy. Lesson 19 Predictable Language Write the following nursery rhyme on the board: Little Boy Blue, come blow your horn. The sheep s in the meadow. The cows in the corn. Where s the little boy that looks after the sheep? Under the haystack fast asleep. Read the rhyme aloud to the child tracking print as you read. During the second reading, pause at the end of each line allowing the child to fill in the missing word. During subsequent readings, have the child join in reading any parts he or she feels able to read. Lesson 20 Buddy Reading Pair a child with a stronger reader. Have the first reader read a sentence from Owen and Mzee on Student Book pages to the stronger reader. As the stronger reader listens, he or she gives appropriate feedback. Copyright by Pearson Education, Inc 4

5 Lesson 21 Echo Reading Read one sentence from Owen and Mzee on Student Book pages with appropriate intonation and phrasing. Have a child try to imitate your reading model. Continue until the child can imitate more than one sentence at a time. Lesson 22 Look Ahead Have children scan a page or two in a classroom library book. Encourage them to have you or another child read any words they have difficulty with before they read aloud. Have a child read one page to a partner. Then have the children reverse roles. Have them tape themselves reading. Replay the tape as the child follows along so he or she can hear what his or her oral reading sounds like. The child can then record the passage again listening for improvement. Lesson 23 Tracking Method Write sentences from Owen and Mzee on Student Book page 274 on the board. Read the sentences aloud tracking the print as you read. Then, reread the sentences encouraging children to join in reading words or phrases when they are able. Continue with the rest of the sentences from Owen and Mzee if there is time. Lesson 24 Neurological Impress Read the student-writing model on Student Book page 287. 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 sentences should be read slightly beyond the student s normal rate, so attention is paid to whole words and sentences. Copyright by Pearson Education, Inc 5

6 Lesson 25 Have children listen to the Audio CD while they silently read Max and Ray, Our Park, and Owen and Mzee. After children have had a chance to read silently, have them read the pages to you aloud. Encourage children to pay attention to intonation, pace, and accuracy. Lesson 26 Model Fluent Reading Choose a book from the classroom library, and read it to the class, modeling fluent reading. Encourage children to listen attentively, and to think of questions and clarifications they might want to know about the book. Lesson 27 Read with Speed and Accuracy Have each student read Practice Book page 126 as quickly as they can. Correct any words they may have difficulty with. Have children read the page again to see if they can read it more accuratly. The children should note any words they have difficulty with in their personal picture dictionary. Lesson 28 Reader s Theater Divide the class into 3 groups. Assign each group a reading from Unit 6. Have the groups practice reading the reading aloud. Then when they are ready, have them come to the front of the room, and read the reading for the class. Lesson 29 Duet Reading Choose an appropriate reading from Unit 6. Choose a reading that the child will find challenging, but not too challenging. Sit side by side with the child. Read with the child and set the pace, staying one or two syllables ahead. Read fluently and with expression. Track print as you read. As children are able, they can take over tracking and read on their own. Copyright by Pearson Education, Inc 6

7 Lesson 30 Speed Drill Use Transparencies to have children read the high-frequency words from Units 1-6 as quickly as they can. Have children read the words again. The children should note any words they have difficulty with in their personal picture dictionary. Copyright by Pearson Education, Inc 7