Guided Reading (8:00) (Group 1 & 2) [Introduction]
At the beginning of the lesson, only the teacher has a copy of the book.
1. Remind students of behavior expectations:
Listen while others are talking
Wait your turn to speak
Keep your hands and feet to yourselves
When we read, we read with a whisper
2. EQ:
What sound does the “bl” blend and “th” digraph make?
3. Front Cover/APK:
Who can tell me something that they notice about the cover of our book (the teacher holds the book up for all five students to see). I see a bubble (if no one gives that answer). Have you guys ever blown a bubble or even bubbles?
4. Prediction:
Think to yourselves, what do you think our book is going to be about today (give 4-6 second waiting period for …show more content…
Each of the students will have their own whisper phone and connected to the other end will be one for the teacher to pick up at his/her convince. Students will read through the book independently while the teacher monitors students reading. The teacher will listen to each student at some point during their independent reading. The teacher will ask each student to read a section of the text (100 word sample would be ideal). As the student reads, the teacher will use the anecdotal notepaper to take notes on the strategies the students uses, their fluency, and comprehension. The teacher may ask students questions while listening to them read as long as they are kept to a minimum. To emphasize the “bl” blend, “th” digraph, and their sound, each student will press their tongue on the roof of the mouth and hold the “bl” blend words for two seconds before moving on. The student will do the same thing for the “th” blend words except they will stick their tongue out, pinched between their teeth. The teacher will listen to each student individually for both the “bl” blend and “th” digraph. The teacher will make notes of each student’s sound correspondence to both the “bl” blend and “th” digraph. The teacher will have each students stretch out the word “blow” and then pronouncing the single-syllable by blending the sounds back together. The teacher will make note on whether on not the student can stretch and then blend a single-syllable word. For students who cannot stretch and blend the word “blow,” the teacher will select another word and assess the student on stretching and blending single-syllable words, to make sure that the results are consistent. During the independent reading, students can take a cup and place it in their work space if they are stuck or need help from the teacher. The teacher will get to the student at his/her earliest
At the beginning of the lesson, only the teacher has a copy of the book.
1. Remind students of behavior expectations:
Listen while others are talking
Wait your turn to speak
Keep your hands and feet to yourselves
When we read, we read with a whisper
2. EQ:
What sound does the “bl” blend and “th” digraph make?
3. Front Cover/APK:
Who can tell me something that they notice about the cover of our book (the teacher holds the book up for all five students to see). I see a bubble (if no one gives that answer). Have you guys ever blown a bubble or even bubbles?
4. Prediction:
Think to yourselves, what do you think our book is going to be about today (give 4-6 second waiting period for …show more content…
Each of the students will have their own whisper phone and connected to the other end will be one for the teacher to pick up at his/her convince. Students will read through the book independently while the teacher monitors students reading. The teacher will listen to each student at some point during their independent reading. The teacher will ask each student to read a section of the text (100 word sample would be ideal). As the student reads, the teacher will use the anecdotal notepaper to take notes on the strategies the students uses, their fluency, and comprehension. The teacher may ask students questions while listening to them read as long as they are kept to a minimum. To emphasize the “bl” blend, “th” digraph, and their sound, each student will press their tongue on the roof of the mouth and hold the “bl” blend words for two seconds before moving on. The student will do the same thing for the “th” blend words except they will stick their tongue out, pinched between their teeth. The teacher will listen to each student individually for both the “bl” blend and “th” digraph. The teacher will make notes of each student’s sound correspondence to both the “bl” blend and “th” digraph. The teacher will have each students stretch out the word “blow” and then pronouncing the single-syllable by blending the sounds back together. The teacher will make note on whether on not the student can stretch and then blend a single-syllable word. For students who cannot stretch and blend the word “blow,” the teacher will select another word and assess the student on stretching and blending single-syllable words, to make sure that the results are consistent. During the independent reading, students can take a cup and place it in their work space if they are stuck or need help from the teacher. The teacher will get to the student at his/her earliest