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K-5 Fluency #5

Reading Workshop Mini-lesson: Quotation Shares

 

Grades 2-4

Fluency

 

Common Core State Standards

• RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
c. Use context to confirm or self-correct word recognition and understanding rereading as necessary.
• RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• RI.2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
c. Use context to confirm or self-correct word recognition and understanding rereading as necessary.
• RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
• RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
• RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• RI.4.10 By the end of the year, read an comprehend informational, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 4-5 text complexity band independently and proficiently.
• RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

 

Rationale

Quotation Shares” provides students who have read the same book with an opportunity to share excerpts they find compelling or interesting to practice fluent oral reading.

 

Materials

Literature Set – same book for all students in the group

Sticky-notes or index cards

 

Direct Explanation

You will select quotations from the book we have read and read them just like the character would say the words. You will write your quotation on the index card, practice reading it aloud, then read it for the whole group.”

 

Model

Select a quotation from a book that a literature group is reading. Copy the quotation on a sticky note or index card and read it aloud to students.

Read the quotation using the voice of the character, reading with expression and sharing your joy for reading.

 

Guided Practice

Give students five selected quotations written on sticky-notes or index cards with the page number from which they were taken. Read the quotations in context. Guide students in practicing reading these quotations as the character would say them. Ask for volunteers to read the quotations aloud to demonstrate fluent reading with the character’s voice and proper expression.

 

 

 

 

Independent Practice

Students look for quotations to share with the group. Quotations are personal and meaningful for the reader who selects them. The students copy them onto sticky-notes or index cards. They rehearse reading the quotation in the character’s voice with proper expression.

 

Students meet in their literature discussion group and take turns reading their quotes aloud. Students volunteer and no particular order is followed. There is no discussion, only reading of the quotations to give the group the feel of the story.

 

After all students have shared their quotations, students discuss the experience and comment on the selections.

 

Students can post their quotations on chart paper for rereading practice, writing stimulus, or discussion. “Quotation Shares” prompt students to think about interesting or powerful ideas, events and language in a book.

 

Assessment

Listen to students read their quotation choices aloud and keep anecdotal records of fluency.

 

Tier II Additions

  • Read quotations from Guided Practice aloud to student twice, once in a monotone voice and once with expression. Ask student to identify which sounds best.

  • Ask student to tell why a quotation was read with expression.

  • Read quotations aloud. Ask student to stand up quickly when a quotation is read with expression.

  • Read quotations aloud. Ask student to change their facial expression to match the expression used.

  • Ask student to repeat independent practice instructions to a buddy, teacher, or another adult.

  • Monitor student’s willingness to volunteer during independent practice. Provide prompts as necessary. Teach student to self-monitor “volunteering” by charting number of times volunteered without prompts.

  • Teach student that is deaf or hearing impaired to use strong gestures to indicate expression.

  • Allow student when possible to act out situation while reading quotations.

  • Use a device (phonics phone) to minimize distractions from other children and to allow student to hear himself/herself better. This device can be purchased or constructed from PVC pipe.

  • Provide reading materials in appropriate media (example: Braille, large print).

  • Teach and reinforce appropriate classroom behavior (taking turns, “classroom voices”) with an individual student contract.

  • Work with speech pathologist to identify “fear sounds/words” for students that stutter and provide additional wait time before correcting.

 

Assessment

  • Work with speech pathologist to identify “fear sounds/words” for students that stutter and take into consideration how this will affect fluency rate.

  • Provide reading materials in appropriate media (example: Braille, large print).

  • Allow use of Page Fluffers (foam sheets between pages) to enable students with fine motor or physical disabilities to turn pages easily.

 

Tier III Accommodations/Modifications

  • Provide copies of written material and allow students with motor problems to highlight or cut out quotes.

  • Preread quotes in small group or with adult or peer tutor before independent practice activity.

  • Provide student with selected passage that contains the embedded quote to assist student in identifying correct expression and intonation.

  • Allow student that is nonverbal to present their quotations with PowerPoint and voice overlay presentation prepared with assistance of peer or adult. Quotations are read with expression and correct intonations.

  • Preread quotations that have been scanned into text to speech software (such as Kursweil).

  • Allow student with fine motor problems or visual impairments to work with a peer or adult to transcribe quotations on index cards, sticky notes, and chart paper.

  • Provide a picture schedule that describes the steps of the lesson.

 

Assessment

Use alternative fluency rubric.

 

Tier IV Modifications

  • Use any previously mentioned modifications needed by the student.

  • Use video recorder to allow student to use motions, signs or other method to “read” while the other students read.

  • Have the student show a picture of the emotion or feeling as others read.

 

Assessment

Assess with modified rubric to determine which prosodic features a student is using and/or understands.

 

Tier V Modifications

  • Use any previous modification that is needed by the student.

  • Use paraprofessional, parent volunteer, or teacher to help student understand the features of prosody.

  • Allow student to use augmentative/alternative communication system to “read” with other students.

  • Have student show a picture/icon of the feeling as others read.

 

Assessment

Assess with modified rubric to determine which prosodic features a student is using and/or understands.

 

Reference

Yopp, Ruth Helen and Yopp, Hallie Kay. (2001). Literature-Based Reading Activities.Third Edition.

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for commercial use or profit. ADE employees are not authorized to waive these restrictions.

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