The Reading Teacher's Sourcebook - The Meadows Center for ...

Students:…him.b. Choral reading (repeated): The teacher reads a sentence or two and then students read thesame sentences chorally. This way the students have heard a model of fluent reading beforethey read the sentences.c. Choral reading (alternating): The teacher reads one to two sentences. Then, students readnext one to two sentences chorally. Continue to alternate teacher reading and studentsreading chorally.d. Highlighted sections: Highlight sentences or groups of sentences like you would lines in aplay. Students follow along and read their highlighted section at the appropriate time.5. Project a blank main idea log on an overhead.6. Think aloud as you complete the form. Identify three or four important ideas from the entirepassage. Record the ideas in the first section.7. Using the important information, create a main idea statement with 10 words or less. Record thestatement in the next section. Emphasize that the main idea is concise (10 words or less) and aboutthe entire passage.8. Generate three questions about the entire passage using question starters: who, what, when, where,why, and how. Record them in the third section.9. Create at least one question about the passage that students might see on a test. Record it in thefinal section.Guided PracticeGrouping: Small groups1. Provide students with a second instructional-level passage.2. Ask students to preview the passage and identify the topic.3. Connect the topic of the passage with students’ prior knowledge by questioning or providingstatements about the topic.4. Read the passage with the students.5. Place a second blank main idea log on an overhead.6. One section at a time, lead students through each section of the log:a. Allow small groups 3–5 minutes to find important ideas. Ask each group to share oneimportant idea from the passage. Record four of these on the overhead log.b. Allow small groups 3–5 minutes to formulate a main idea statement. Ask each group toshare its statement. Discuss the accuracy of the statements: Are they concise? Are theyabout the entire passage? Record one example on the overhead log.132The Reading Teacher’s Sourcebook