Unit 27 - Voyager Learning

TEXT SEGMENTING In Read Well—LAYOUT AND TURN-TAKINGRead Well’s early units provide a unique form of text segmenting. From Units 16to 20, text is underlined from comma to comma, and from sentence to sentence.AUDITORY MODELING in Read Well—FOCUS ON EXPRESSIONFrom Unit 11, the Teacher’s Guide periodically provides special directions toassist in focusing student attention on expression—modeling via scripting.STORY 4, SOLOSTORY 4, SOLOCHAPTER 4The BusesMartin Luther King said, "We are notfree. We cannot be free until we can sit ona bus where we want."Martin Luther King and his friendswould not go on the bus. No one would geton the buses.Martin Luther King was a great leader.He said, "We are not mad, but we will betreated well. We will not get on the busesuntil we are free to sit where we want."Then Martin and others sang songs.Martin and his friends were strong.FOCUS ONEXPRESSIONBefore the second reading,have students practicetwo or three sentences ata time. Model and guideexpressive reading. Saysomething like: Remember,when Martin Luther Kingspoke, he spoke with a big,strong voice. I’m going toread what Martin LutherKing said in the story. Myvoice should be strongand steady, but not angry.Listen.He said, “We are not mad,but we will be treated well.We will not get on thebuses until we are free tosit where we want.”Now it’s your turn. Startwith “He said . . . ”FOCUS ON EXPRESSIONBefore the second reading, have studentspractice two or three sentences at a time.Model and guide expressive reading. Saysomething like: Remember, when MartinLuther King spoke, he spoke with a big,strong voice. I’m going to read what MartinLuther King said in the story. My voiceshould be strong and steady, but not angry.Listen.He said, “We are not mad, but we will betreated well. We will not get on the busesuntil we are free to sit where we want.”Now it’s your turn. Start with “He said . . .”32What was Martin Luther King's dream? 1 Inferring, Using Vocabulary—Dream (His dream was for everyone to be able to sit where they wanted.)35From Units 21–38, each Solo Story direction includes a general reminder towork continuously on expression: “After students complete the first readingand before the second reading, have students practice a paragraph. Firstdemonstrate expressive reading for students, then give individual turns.Acknowledge student efforts.”Your demonstration of expressive reading should include:• Smooth reading at a rate just slightly faster than what students readon their own• Appropriate phrasing• Change of pitch, stress, and accentTAPE RECORDINGS—JUST FOR FUNAssign students paragraphs. Practice and then tape-record. Children lovelistening to themselves and will rehearse for the performance.9