Unit 27 - Voyager Learning

STORY 4, SOLOSOLO STORY READING INSTRUCTIONSStudents read from their own storybooks.COMPREHENSION BUILDING:DISCUSSION QUESTIONS AND TEACHER THINK ALOUDS• Ask questions and discuss text on the first reading whenindicated in the storybook in light gray text.• Encourage students to answer questions with completesentences when appropriate.• If students have difficulty with a comprehension question,think aloud with them or reread the portion of the storythat answers the question. Then, ask the question again.PROCEDURES1. First Reading• Mix group and individual turns on student-read sentences. On individualturns, gently correct any error, and then have the student reread the text.• After students complete the first reading and before the second reading,have students practice a paragraph. First demonstrate expressive readingfor students, then give individual turns. Acknowledge student efforts.2. Second Reading• Mix group and individual turns, independent of your voice.Have students work toward an accuracy goal of 0–2 errors.Quietly keep track of errors made by all students in each group.• After reading the story, practice any difficult words.• If the group has not reached the accuracy goal, have the group rereadthe story, mixing group and individual turns.3. Repeated Readingsa. Timed Readings• Once the accuracy goal has been achieved, have individualstudents read the page while the other children track the textwith their fingers and whisper read.Time individuals for 30 seconds and encourage each student to workfor a personal best.• Count the number of words read correctly in 30 seconds (words readminus errors). Multiply by two to determine words correct per minute.Record student scores.b. Partner ReadingDuring students’ daily independent work, have them doPartner Reading.c. Homework 2Have students read the story at home. (A reprint of this storyis available on a blackline master in Read Well Homework.)34