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Oral Reading
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Plan Author: David Riddick
Date Created: 12/3/2002 10:36:01 PM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 10 ELD4-5: 1 ELD2. GATE
class - advanced learners
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Subject Area(s):
Reading
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Goal(s):
Students will have an appreciation of oral reading strategies to improve
reading comprehension.
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Concept(s):
Students learn a variety of oral reading strategies such as Exclusion
Brainstorming, Choral Reading, Partner Reading, and Cloze Procedure to build
comprehension through oral reading.
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Standards:
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 CA-
CCTC: Aligned CSTP's and TPE's
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Standard : CSTP: Standard for Creating and Maintaining Effective
Environments for Student Learning
TPE: E. Creating and Maintaining Effective Environments for
Student Learning
CSTP Description: Teachers create physical environments that engage all
students in purposeful learning activities and encourage constructive
interactions among students. Teachers maintain safe learning environments
in which all students are treated fairly and respectfully as they assume
responsibility for themselves and one another. Teachers encourage all
students to participate in making decisions and in working independently
and collaboratively. Expectations for student behavior are established
early, clearly understood, and consistently maintained. Teachers make
effective use of instructional time as they implement class procedures
and routines.
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CSTP Key Element : Promoting social development and group
responsibility.
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 Question : group students to promote
social development and learning?
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CA-
California K-12 Academic Content Standards
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Subject : English Language Arts
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Grade : Grade Five
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Area : Reading
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Sub-Strand 2.0: Reading Comprehension (Focus on Informational
Materials)
Students read and understand grade-level-appropriate material. They
describe and connect the essential ideas, arguments, and perspectives of
the text by using their knowl-edge of text structure, organization, and
purpose. The selections in Recommended Readings in Literature,
Kindergarten Through Grade Eight illustrate the quality and complexity of
the materials to be read by students. In addition, by grade eight,
students read one million words annually on their own, including a good
representation of grade-level-appropriate narrative and expository text
(e.g., classic and contemporary literature, magazines, newspapers, online
information). In grade five, students make progress toward this goal.
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Concept : Comprehension and Analysis of
Grade-Level-Appropriate Text
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Standard 2.3: Discern main ideas and
concepts presented in texts, identifying and assessing evidence that
supports those ideas.
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Objective(s):
Cognitive: Students will learn different procedures to build comprehension
and oral reading.
Observable behavior: Students will read as a whole group, independently and
with partners.
Criteria: Given a Cloze Activity handout, students will demonstrate ability
to predict the missing word with 60% accuracy.
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Prerequisite Background Skills/Knowledge:
Students have an understanding of syntax (the order of words in English) and
semantics (the meaning of words witting sentences). Students have been
introduced to the story "Meeting in Space" and have read it at
least once prior to the lesson.
Students have been introduced and are familiar with the words in the
vocabulary section.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes and write their Language Arts notebooks.
Reading: Students read from Open Court anthology.
Vocabulary: frigid, spire, sisters, gazing, turbulent, Barbary, crystals,
supersaturated, alien, Heather, raft, wrapped, trembling, incomprehensible
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Materials:
1) Pencil & Paper
2) Transparencies
3) Transparency pen
4) Transparency excerpt of "Meeting In Space"
5) Handouts of excerpt for students
6) Dictionaries
7) Open Court Anthologies
8) Butcher Paper
9) Language Arts notebooks
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I call on students who have transitioned well into
Reading to be the first volunteers to share what they know about
"Meeting In Space."
Procedure: Body
Input:
1st: Point out the standards we are working on (posted).
2nd: Establish a sense of academia by introducing vocabulary for this lesson.
Review the background vocabulary they must know and deepen their
understanding by presenting the students with a list of words from the story.
3rd: I will inform the students of the types of Oral Reading activities they
will be doing. Activities include:
1) Exclusion Brainstorming
2) Choral Reading
3) Partner Reading
4) Cloze Procedure
4th: Exclusion Brainstorming: In this activity I will activate student's
prior knowledge and expand their understanding of the story by giving the
students a list of words. Some of these words will be related to the story
while others will not. As a class, we will mark and group the word we think
are related to the story. Students read the book and notice whether the words
from the exclusion brainstorming are mentioned.
5th: Choral Reading: In this activity students read the text as a whole group
with the teacher. I will emphasize that students pronounce words clearly and
read with expression. Variations for choral reading are:
1) Whole group reads together
2) Students wearing white shoes read
3) Students who ate breakfast at school read.
4) Students who ate breakfast at home read.
6th: Partner Reading: Students take turns reading with their table partner.
As one student reads, the other checks for pronunciation and expression.
During partner reading, students will re-read the excerpt for the next
activity a few times.
7th: Cloze Procedure: Students receive an excerpt from the story
"Meeting In Space" with words from the Exclusions Brainstorm
activity omitted. The students read the excerpt silently and predict
"guess" the word that belongs in the blank space.
Guided Practice:
I will describe how using a variety of oral reading strategies promote
fluency and comprehension.
I will activate their prior knowledge of the story, and lead the choral
reading.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Students will read independently and with partners to promote oral reading
and comprehension.
Students will complete the Cloze procedure excerpt.
High achieving students will be allowed to expand their understanding by
making their own excerpts, and presenting it to the class.
Procedure: Close
To close the lesson and summarize what was learned, students will reflect in
their journals what they learned and vocabulary introduced. I will hand it
over to the class to discuss what they learned, giving them ownership of
their learning.
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Assessment:
Students will complete the cloze activity silently, by predicting the missing
word with 60% accuracy.
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Assessment/Rubrics:
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Reflection:
The objective of the lesson was achieved. I know the objective was achieved
because the students were able to complete the Cloze Activity by predicting
the word that goes in the blank omitted space with at least 60% accuracy.
I correctly anticipated the students would be engaged with story and the
activities to deepen their understanding. I tried to create a safe learning
environment by encouraging student participation and treating students with
respect. The students in turn, treated one another respectfully.
A great success of the lesson was how well the students collaborated during
the partner reading.
I did not anticipate how long the Exclusion Brainstorm activity would take.
Activating the students prior knowledge took much longer than anticipated.
However, I believe it was a good use of time because I created a safe
environment by allowing the students extra time to share and collaborate
their experiences and connections. If I were to teach this lesson again, I
would shorten the amount of time I gave them.
Furthermore, I would have liked to spend more time on the choral reading. I
skimmed through this section because it is not a strategy I feel comfortable
with. However, it is an excellent strategy to build fluency and decode
unfamiliar words for students who are struggling. In creating a safe
environment, I would have liked to spend more time on the choral reading.
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