Wednesday, March 13, 2013 Literacy (60 minutes) 11:30am-12:30pm Reading Skills and Strategies

Objectives: SWBAT to build fluency through rereading. SWBAT read with intonation in a manner that sounds like natural speech. SWBAT represent information in charts. SWBAT identify the setting of a story. SWBAT analyze elements of setting. Fluency: Intonation (10 minutes) Gather Storytown Readers to seats spelling this weeks spelling words. Share the objective of reading with expression or intonation by activating prior knowledge from Mr. Putter and Tabby Write the Book. Good readers do this because it helps to understand what is happening in the story. Purposefully read incorrectly pg. 60 of Annies Gifts (slow, skipping periods, monotone, word by word, etc.). What is wrong with my reading? What do I sound like? So what would it sound like if a good reader read with more expression or intonation? Share checklist: Reads more than one word at a time. Reads with expression and emotion by changing volume and pitch to match the word or phrases meaning. Pauses at punctuation marks. Reads at a comfortable pace (not too fast or too slow). We also look for clues in the text to help determine the mood of the characters, which helps our expression when reading. Model reading for fluency on Storytown again on pg. 60 of Annies Gifts. Practice with choral reading on alternating pages (divide class in half) through pg. 67. Literacy Center Work (15 minutes each) Explain literacy center structure, objective(s) at each center, and norms. Then divide groups by reading levels into the following centers (5 minutes): o Center 1: Finish shared reading of Annies Gifts practicing for intonation by changing their tone of voice to match the meaning. On your whiteboard answer the extended response to: Annie does not give up easily. Use details from the story to show that Annie is a hard worker. Encourage students who finish early to draw a symbol. o Center 2: Complete story map for Annies Gifts and answer, How is the setting of this story like the setting Mr. Putter and Tabby Write the Book? o Center 3: Small Group Reading Instruction with Leveled Texts: Hannahs Dance (Below-Level), Joshua and the Tigers (On-Level), Hunters Secret (advanced) with the teacher. Preview each book and set the purpose for reading: Focus on intonation with reading fluency and the skill of identifying the storys setting in realistic fiction. Students practice listening to the readers intonation and completing the fluency behavior checklist. Then partner read the rest of the story. The partner who is not reading completes the fluency behavior checklist on the readers fluency. After reading, share what behaviors were successful and what needs improvement. If time permits discuss the setting and other think critically questions. Early Finishers can complete Practice Book pg. 131. Standards

CCSS ELA Reading Standards for Literature 2.1 Ask and answer such questions as who, what, when, where, and how to demonstrate understanding of key details in a text. CCSS ELA Reading Standard for Literature 2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS ELA Reading Standard for Foundational Skills 2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Materials Storytown readers, Annies Gifts story map and written responses half pages, literacy center groups and rotation schedule, pencils, crayons, whiteboards, Extra Support, Practice Book, and Challenge Book pg. 131 (24 copies), guided reading leveled books

Name: __________________________

Partner Name: _________________________

Good Readers: Fluency Intonation Checklist

Directions: 1. Listen during each page your partner reads for them to demonstrate a good reading behavior listed below. 2. If you hear them read with this behavior check off the box! 3. Complete a checklist for each page your partner reads. _________________________________________________________________________

Page Number _____

Reads more than one word at a time. Reads with expression and emotion by
changing volume and pitch to match the word or phrases meaning.

Reads more than one word at a time. Reads with expression and emotion by
changing volume and pitch to match the word or phrases meaning.

Pauses at punctuation marks. Reads at a comfortable pace (not too

fast or too slow).

Pauses at punctuation marks. Reads at a comfortable pace (not too

fast or too slow).

Page Number _____ Page Number _____

Reads more than one word at a time. Reads with expression and emotion by
changing volume and pitch to match the word or phrases meaning.

Reads more than one word at a time. Reads with expression and emotion by
changing volume and pitch to match the word or phrases meaning.

Pauses at punctuation marks. Reads at a comfortable pace (not too

fast or too slow).

Pauses at punctuation marks. Reads at a comfortable pace (not too

fast or too slow).

Page Number _____ Page Number _____

Reads more than one word at a time. Reads with expression and emotion by
changing volume and pitch to match the word or phrases meaning.

Reads more than one word at a time. Reads with expression and emotion by
changing volume and pitch to match the word or phrases meaning.

Pauses at punctuation marks. Reads at a comfortable pace (not too

fast or too slow). Page Number _____

Pauses at punctuation marks. Reads at a comfortable pace (not too

fast or too slow).

Page Number _____

Reads more than one word at a time. Reads with expression and emotion by
changing volume and pitch to match the word or phrases meaning.

Reads more than one word at a time. Reads with expression and emotion by
changing volume and pitch to match the word or phrases meaning.

Pauses at punctuation marks. Reads at a comfortable pace (not too

fast or too slow).

Pauses at punctuation marks. Reads at a comfortable pace (not too

fast or too slow).

Page Number _____

Reads more than one word at a time. Reads with expression and emotion by
changing volume and pitch to match the word or phrases meaning.

Page Number _____

Reads more than one word at a time. Reads with expression and emotion by
changing volume and pitch to match the word or phrases meaning.

Pauses at punctuation marks. Reads at a comfortable pace (not too

fast or too slow).

Pauses at punctuation marks. Reads at a comfortable pace (not too

fast or too slow).

Page Number _____

Reads more than one word at a time. Reads with expression and emotion by
changing volume and pitch to match the word or phrases meaning.

Page Number _____

Reads more than one word at a time. Reads with expression and emotion by
changing volume and pitch to match the word or phrases meaning.

Pauses at punctuation marks. Reads at a comfortable pace (not too

fast or too slow).

Pauses at punctuation marks. Reads at a comfortable pace (not too

fast or too slow).

Page Number _____