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ED3501 – Section AB (Fall, 2018)
Grade: 1&2 Subject/Unit: Reading Communities
Teacher: Miss Marshall Lesson: Read Aloud & Reader’s Theatre
“Who were some of the animals Roslyn encountered as she dug the hole?”
A: a worm, a mole, a dog
“How was Roslyn feeling before her dad cheered her up with lunch?”
A: defeated, hopeless, like giving up
Transition Cues:
“Next, we’re going to work on our reader’s theatre from last day. Does
anyone remember what reader’s theatre is?”
A: when we read lines with our partners as characters in a story
Activity #2: Reader’s Theatre Partner Practice
Teacher Prompts/Cues/Explanations
Remind students how to read with their partners by modeling with TA
Model reading word by word vs. fluently
Tell students that the goal is to practice reading the lines until they can read
them so well that it sounds more they’re talking than reading
Remind students who they were paired with and what part they had
1:10pm Student Actions
10 min for Practicing reading the lines
practice Guiding/Prompting Questions Develop fluency by reading scripts
18 min for “Try sounding out the word”
reading “What should you do when <character> says <line>?”
“How should you change your voice when you see an exclamation point?”
Performance Indicators
Fluency of reading
Transition Cues
“Class, class, class”, “yes, yes, yes”
Ask students to return to the reading corner for the full reading
Have students read script as a class
Lesson Closure/Cliffhanger:
Reinforcement/Assessment of Learning
“Today we practiced a new skill: reading a script. This may have been
1:38 difficult at first, but who can tell me how we get better at things that we find
2 min hard?”
“This is something we will practice again and again to improve our ability to
read as fluently as we talk.”
Remind students to grab all belongings before returning to class
Strengths
Fluency was much better during this second round
Timing was better – finished reading the whole play
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ED3501 – Section AB (Fall, 2018)