Unit 19 - Voyager Learning

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STORY READING 7 • Prickly Penelope (Fluency)WITH THE TEACHERFLUENCY PASSAGE INSTRUCTIONSThis Story Reading targets fluency as the primary goal of instruction andpractice. Students do repeated readings of this poem to improve accuracy,expression, and rate.Note: The fluency passage is found in Exercise Book 3, Unit 19, Fluency, onpages 63 and 64.PROCEDURES1. Warm-Up: Partner Reading or Whisper ReadingBefore beginning group Story Reading, have students finger track andpartner or whisper read the selection.2. First Reading• Mix group and individual turns, independent of your voice.Have students work toward a group accuracy goal of 0–5 errors.Quietly keep track of errors made by all students in the group.• After reading the story, practice any difficult words.Reread the story if students have not reached the accuracy goal.3. Second Reading, Short Passage Practice: Developing Prosody• Demonstrate reading the first stanza with expression and fluency.Have students finger track as you read.• Have students choral read the first stanza. Encourage reading withexpression and fluency.• Repeat with the second stanza.4. Third Reading, Group Timed Readings: Repeated Reading• Select a page. Encourage each child to work for a personalbest. Have students whisper read for a one-minute TimedReading. Tell students to go back to the top of the page andkeep reading until the minute is up.• Have students put their finger on the last word they read and count thenumber of words read correctly in one minute.• Have students do a second Timed Reading of the same page.• Have students try to beat their last score.• Celebrate improvements.5. Written Assessment (Comprehension and Skill)Tell students they will do a Written Assessment after they read “PricklyPenelope.” (For teacher directions, see pages 109–111.)6. Homework 7: Repeated Reading106
STORY READING 7 • Prickly Penelope (Fluency)WITH THE TEACHERFlat StanleyUnit 19 Fluency (1 of 2)Use after Exercise 7Prickly Penelopeby Ann Watanabeillustrated by Eldon DotyBe Careful What You Wish For“Wake up, Penelope,” called Mom. “It’s time for school.”“Not yet,” moaned Penelope. Penelope absolutely did not likegetting up early. She slowly rolled out of bed, changed into her schoolclothes, and looked in the mirror.Penelope grumbled, “I don’t like my flat hair. I wish it were spiky.I don’t like these boring clothes. I wish they were flashy!”Penelope grabbed her backpack and trudged down the stairs. Shesat down at the table and stared at her breakfast. “That oatmeal isboring,” she said. “It is a bowl of goop. I want oatmeal with spunk. Iwant a bowl of spiky flakes that hopand pop. I want a meal withpizzazz.”Penelope’s older brotherbounded into the room. “Goodmorning,” he said cheerfully.“What are you so happy about?”snapped Penelope.Mom said, “Penelope, you needto stop being so grumpy. You arealmost prickly.”91831375061718499107114115118123127133135140147149© 2009 Sopris West Educational Services. All Rights Reserved.63107
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Table of ContentsUnit 19Flat Stanle
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Re a d Wel l 2 Se q u e n c e a n d
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New and Important ObjectivesA Resea
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ComprehensionUnit GenresFiction •
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Comprehension (continued)Study Skil
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DIFFERENTIATED LESSON PLANSThe diff
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Materials and Materials Preparation
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ASIAMarvelous Earth!LOOKING AHEADRe
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EXERCISE 11 SOUND REVIEWUse selecte
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STORY OPENER • Flat StanleyCOMPRE
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VOCABULARY 1 • Flat Stanley, Chap
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STORY READING 1 • Flat Stanley, C
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COMPREHENSION AND SKILL ACTIVITY, M
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EXERCISE 21 SOUND REVIEWHave studen
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COMPREHENSION AND SKILL ACTIVITY 2S
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EXERCISE 3441 SOUND REVIEWUse selec
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Page 62 and 63: COMPREHENSION AND SKILL ACTIVITY, M
Page 64 and 65: EXERCISE 41 SOUND REVIEW2 ACCURACY
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Page 81 and 82: EXERCISE 56 GENERALIZATION: READING
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Page 85 and 86: STORY READING 5 • Flat Stanley, C
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Page 95 and 96: EXERCISE 6Flat StanleyUnit 19 Exerc
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Page 111: EXERCISE 7Flat StanleyUnit 19 Exerc
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Page 119 and 120: Making DecisionsGENERAL ASSESSMENT
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Unit 19 - Voyager Learning

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