Daily Oral Reading Fluency Activities

Transcription

1 Daily Oral Reading Fluency Activities Lesson 1 Echo Reading Read The Big Question on Student Book page 191 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 192. 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 We are All Americans on Student Book page 194 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 196 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. Copyright by Pearson Education, Inc 1

2 Lesson 5 Predictable Language Write the following nursery rhyme on the board: Hector Protector was all dressed in green: Hector Protector was sent to the Queen. The Queen did not like him, No more did the king; So Hector Protector was sent back again. 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 6 Reader s Theater Assign a sentence from One, Two, Three, Play! 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 One, Two, Three, Play! 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 One, Two, Three, Play! 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 One, Two, Three, Play 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 One, Two, Three, Play! if there is time. Copyright by Pearson Education, Inc 2

3 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. Lesson 11 Have children listen to the Audio CD while they silently read the sentences on page 210 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: Ladies and gentlemen come to supper- Hot boiled beans and very good butter. 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 A New Land for Pop 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 A New Land for Pop on Student Book pages to the stronger reader. As the stronger reader listens, he or she gives appropriate feedback. Copyright by Pearson Education, Inc 3

4 Lesson 15 Read with Expression Have a student read A New Land for Pop 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. Lesson 16 Tracking Method Write sentences from A New Land for Pop on Student Book page 214 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 A New Land for Pop 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 222 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: Hickory, dickory, dock! The mouse ran up the clock; The clock struck one, And down he run. Hickory, dickory, dock! 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 4

5 Lesson 20 Buddy Reading Pair a child with a stronger reader. Have the first reader read a sentence from A Cowboy s Live on Student Book pages to the stronger reader. As the stronger reader listens, he or she gives appropriate feedback. Lesson 21 Echo Reading Read one sentence from Living Things 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 A Cowboy s Life Things on Student Book page 230 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 A Cowboy s Life if there is time. Lesson 24 Neurological Impress Read the student-writing model on Student Book page 237. 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 One, Two, Three, Play!, A New Land for Pop, or A Cowboy s Life. 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 Fluency Have each student read sentences 7-12 on Practice Book page 125. Correct any words they may have difficulty with. Have children read the sentences again. 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 5. 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 5. 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. Lesson 30 Speed Drill Use Transparencies to have children read the high-frequency words from Units 1-5 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 6