Literacy - Benchmark Resources - Benchmark Education Company

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Day TwoOral Language ExtensionDuring independent workstation time,display the pocket chart with word cardsforming the sentence patterns from thebook and post pictures of other babyanimals across the top of the chart. Invitepairs of students to reread the sentencestogether and to form new oral sentencesabout the other baby animals, using thesame sentence patterns. Ask students toshare their sentences with you during theirindividual student conferences.Home/School ConnectionAsk students to read their take-home scriptagain at home with a family member andto practice reading smoothly and withexpression.Small-Group Reading Instruction (60 m i n u t e s)Based on students’ instructional reading levels and comprehension needs,select titles that provide opportunities for students to continue to practiceidentifying sequence of events (see the list provided on the Small-GroupReading Instructional Planner), or select titles that enable students to reviewpreviously taught comprehension strategies.Use the instruction provided in the Teacher’s Guide to introduce the texts.Individual Student Conferences (10 m i n u t e s)Confer with individual students on their text selections and application ofstrategies. Use the Reading Conference Note-Taking Form to help guide yourconference.Phonics Workshop (20 m i n u t e s)Use the Day 2 instruction provided in StartUp Phonics Skill Bag 4.8Benchmark Literacy • Grade K • Unit 3/Week 3©2011 Benchmark Education Company, LLC
Day ThreeRead-Aloud (10 m i n u t e s)Select a favorite nonfiction read-aloud from your classroom or school librarywith which to model the metacognitive strategy “Determine Text Importance.”Use the sample read-aloud lessons and suggested titles in the BenchmarkLiteracy Overview.Mini-Lessons (20 m i n u t e s)Introduce Fluency Skills: Pausing—Full StopExplain: We have learned that we pause, or rest, between some words.Pausing helps us divide our sentences into meaningful parts, which helpslisteners understand what we are saying, too. Punctuation helps us figure outwhen to pause. The punctuation at the end of a sentence signals a longerpause than the punctuation inside the sentence. At the end of a sentence, wecome to a full stop and take a breath before the next sentence.Display the fluency poster “Humpty Dumpty” and read aloud the title.(Note: The poster is also available as BLM 1.)Say: This is a rhyme. It is about a story character who is an egg and falls off awall. The author uses a period and an exclamation mark to show us when tocome to a full stop. Coming to a full stop helps the rhyme sound right and makesense. Listen as I read the rhyme. Try to notice where I come to a full stop.Point to each word as you read the rhyme aloud, coming to a full stop at theend of the second and last lines. For example:Fluency PosterLesson ObjectivesStudents will:• Practice reading a rhyme withpausing to a full stop.• Compose a class Fluency anchorchart.• Build oral language and vocabularythrough whole-group and partnerdiscussion.Related Resources• Audio CD• Humpty Dumpty (BLM 1)Read with a short pause after the semicolon:Humpty Dumpty sat on a wall;Read with a full stop after the period:Humpty Dumpty had a great fall.Read all the way through to the end, and then stop:All the king’s horsesAnd all the king’s menCouldn’t put Humpty together again!Next say: Now I will read the rhyme again. This time, I will not stop or pause at all.Read the entire rhyme in a monotone and constant speed, with no pauses.Ask: Which reading makes the rhyme sound better and easier to understand?Why?©2011 Benchmark Education Company, LLC Benchmark Literacy • Grade K • Unit 3/Week 3 9
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Literacy - Benchmark Resources - Benchmark Education Company

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