Reading Proficiency

How to Teach Reading Lesson Plans: Demonstrates proficiency in the reading process

1) Reads orally with fluency based on rate, intonation, phrasing, and naturalness
Provide opportunities to work with a partner until both students can read a passage fluently and with expression.
Provide opportunities to sustain silent reading with teacher in book of choice.
Conduct student/teacher conferences to listen to student reading orally. Teacher will note the following:
Students read fairly fast, but may have self-corrections and re-runs.
Students read with automatic recognition of most words in appropriate level text.
Students read continuously for 20 minutes per day.
Students read at a comfortable rate comparable to normal speech.

2) Self-corrects when reading miscues
Pair students for reading and recording partner’s miscues as omitted, inserted, and reread words.

3) Reads fluently with understanding
Demonstrate ability to: use background experiences; draw logical conclusions; predict outcomes; connect text to personal experiences; identify main idea; follow plot sequence; compare and contrast; follow printed directions; interact with content; and infer motives, traits, or feelings of characters.
Model to teach students about who, what, when, where, why, and how questions. As you read text aloud to students, demonstrate how to pause and ask yourself questions as you read.
Ask questions relating to story elements (e.g., character, setting, theme, plot, mood, conflict, and solution). Model how to ask questions to better understand the story. Point out how to draw on personal experiences for understanding concerning the inferred emotions of a character and the emotions of the reader.
Provide opportunities to read for personal pleasure. The teacher will model daily sustained reading time. The students will then participate by choosing self-selected reading materials to read for a sustained silent time of a minimum of 20 minutes. Following a sustained reading time, a sharing time will be used for students to describe characters, setting, and plot. Peers may also ask questions using who, what, when, where, why, and how questions (not mandatory but by choice). Use audiotapes paired with text for students reading below grade level.
Have students work in small groups to write the story events on a map (Circular Story Map) in the order in which they occurred. Then, assign each story event to groups to describe in more detail. Have each group retell its event including the details. Use brainstorming/mapping software to help students visualize story events. See Technology Resource Guide for suggested software.
Have students make simple puppets of characters in the book; then prepare a short puppet show to tell story to the class.
Have students dress up as one of the characters and retell the story from a first person point of view.
Divide the students into groups according to the story elements (e.g., character, setting, plot, theme, mood, conflict, and solution). Have each group read a story to determine the assigned element. Have students report to the class their interpretation and support that view with facts from the story. Use a presentation tool or writing/publishing tool to report the interpretations. See Technology Resource Guide for suggested software.
Illustrate an event in a story. Label the illustration with a descriptive sentence or passage. Use a graphics/drawing tool to illustrate the story events. See Technology Resource Guide for suggested software.
Video tape or tape record students as they retell or perform passages.

 

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