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TM

LiteracyB e n c h m a r k

Teacher’s Guide Grade K • Unit 3 3Unit 3/Week 3 at a Glance

Day Mini-Lessons

ONE Activate Prior Knowledge: T-Chart

•IntroducetheReader’sTheaterScript:Build Concepts about Print

•BuildAcademicVocabulary

•BuildSightWordVocabulary

•ModelFluency:Read Together

TWO •BuildFluency:Echo-Read

•BuildComprehension:Retell the Script

•SharedWriting

THREE•IntroduceFluencySkills:Pausing—Full Stop

FOUR •PracticeandSelf-AssessFluencySkills:Pausing—Full Stop

•ApplyFluencySkillstoReader’sTheater

FIVE •PrepareforandManageStudentPerformances:Audience and Performer Expectations

•ShowTime!

•AssessandReflect

Week

Determine Text Importance/Identify Sequence of Events

® B e n c h m a r k e d u c a t i o n c o m p a n y

tM sriFy

Baby Animals

by Carrie Smith

DayOne

Benchmark Literacy • Grade K • Unit 3/Week 3 ©2011 Benchmark Education Company, LLC2

Lesson Objectives

Students will:

•Discusstheconceptofbabyanimals.

•Determinetextimportance.

•Buildconceptsaboutprint.

•Buildacademicandsightwordvocabulary.

•Buildfluencythrough choral-reading.

•Buildorallanguageandvocabularythroughwhole-groupandpartnerdiscussion.

Related Resources

•Reader’sTheaterWhiteboard CD-ROM

•AudioCD

Read-Aloud (10 minutes)

Selectafavoritefictionread-aloudfromyourclassroomorschoollibrarywithwhichtomodelthemetacognitivestrategy“DetermineTextImportance.”Usethesampleread-aloudlessonsandsuggestedtitlesprovidedintheBenchmarkLiteracyOverview.

Mini-Lessons (20 minutes)

Activate Prior Knowledge: T-Chart

Say: This week we’re going to read and perform a reader’s theater script about baby animals. What baby animals have you seen?Allowresponses.Encouragestudentstounderstandthatdifferentanimalscanhavethesamenamewhentheyarebabies.Say: For example, a baby cow and a baby giraffe are both called a calf.

Createan“AnimalNames”T-chartforadultandbabyanimalnames.Askstudentstonameasmanyadultandcorrespondingbabyanimalsastheycan.(Seethesamplechartbelow.)

Reinforcewordsrelatedtobabyanimalsbyusingthewordsincompletesentenceswithstudents.Forexample:

A baby dog is called a puppy.A calf is a baby cow. It is also a baby giraffe.

Ask: What is your favorite animal? What is that animal’s baby called?

SaveyourT-charttorefertothroughouttheweek.

Reader’s Theater Lap Book

Adult Babydog puppy

cat kitten

cow calf

giraffe calf

bear cub

Sample Animal Names T-Chart

tM sriFy

Baby Animals

by Carrie Smith

DayOne

©2011 Benchmark Education Company, LLC Benchmark Literacy • Grade K • Unit 3/Week 3 3

Introduce the Reader’s Theater Script: BuildConceptsAboutPrint

DisplaythelapbookBaby AnimalsoneaselorusetheReader’sTheaterWhiteboardCD-ROMtodisplaythebookonawhiteboard. Say: Look at the photograph on this cover. What do you see? What connections can you make to this photograph? Does it remind you of any animals you have seen? Allowresponses.

Activate metacognitive strategies. Say: Looking at the title of a book can help you determine what text will be important as you read the book. The title of this book is BabyAnimals. How can that title help you identify important ideas as you read this book? Remember to pay attention to the important text as you read.

Readthetitle. Ask: Who can come up and point to the title of the book?

Readthenameoftheauthor. Ask: Who would like to find the author’s name on this cover?

Displaytheinsidefrontcoverofthebook.Readthequestionaloud.Invitestudentstosharetheirfavoritebabyanimals.Ask: Which words in this question are most important? How can these words help you determine text importance as you read the rest of the book?

Pointoutthetitlepage. Ask: What is the first word in the title? What is the last word?

Ask: How many words are there in the title?

Pointtoeachwordasyousayit.Havechildrenreaditchorallyasyoupointtoeachwordagain.

Pointtothecharactergroupiconsonthetitlepage. Ask: How many groups are in this script? What are they? How can we tell when everyone should read the lines?

Pointtoandreadthesettingofthescript. Ask: What does the setting tell us?

Make Content Comprehensible for ELLs

BeginningPointtoandnameeachbabyanimalbeforereadingthescript.Usesimplesentenceframes.Havestudentsrepeat,usingthesentenceframe:

These baby animals are .

Beginning and IntermediateAsyoufront-loadthescriptvocabulary,allowtimeforstudentstopracticeusingthewordsinsentences.

IfyouhavestudentswhosefirstlanguageisSpanish,sharetheEnglish/Spanishcognate animals/los animales.

Intermediate and AdvancedModeltheuseofacademicsentenceframestosupportELLs’vocabularyandlanguagedevelopment.(Seesuggestedsentenceframesprovided.)

Support Special Needs Learners Throughout the week, use the following strategies to help students who have learning disabilities access the content and focus on skills and strategies.

SupportvisuallearnersandstudentswithattentionissuesbyprojectingthewhiteboardversionofBaby Animals.Allowstudentstocometothewhiteboardtocircleandreadvocabularywordsoftheirchoice.

Supportauditorylearnersbyplayingthee-bookreadingsofthescriptorallowingthemtolistenandfollowalongasthetextishighlighted.

Duringindependentworkstationtime,pairspecialneedsstudentswithmorefluentreadersforpartner-readingpracticeofthescript.

Groupstudentsheterogeneouslyforsmall-groupreadingofthescriptsothatstrugglingstudentsbenefitfromworkingwithmorefluentreaders.

DayOne


Build Academic Vocabulary

OpenthebooktoMyPictureWordsonpage2. Ask: What animals do you see in each picture?

Inviteastudenttonamewhatheorsheseesineachpicture.Ifthestudentcannotnamethepicture,providethenameasyoupointtothelabel.

Talkaboutthemeaningofeachword,andaskstudentstousethewordinmeaningfulsentences.SupportELLsbymodelinghowyouusethefollowingsentenceframes:

I see a .A is a baby .

Build Sight Word Vocabulary

TurntoMySightWordsonpage3. Say: Now look at these words. Do you know any of these words? Point to the words you know and read them for me.

Turntopage4andreadaloudeachgroupofsentences,pointingtoeachwordasyoureadit.

Writethelistofsightwordsusedinthetextontheboard,orusetheReader’sTheaterWhiteboardCD-ROMtodisplaythelistofwordsonawhiteboard.

Havethestudentspracticereadingthelistchorallyseveraltimes.Thenaskvolunteerstouseeachwordinasentence.

Baby Animals, page 2

Baby Animals, page 3

2

bunnies

lambs

kittens

puppies

My Picture Words

3

My Sight Words

come good

here I

see what

DayOne


Model Fluency: ReadTogether

Turntopage4.Pointoutthecolor-codediconsforeachreadinggroup. Ask: Why are these icons different colors? How will you use these icons when we read? Say: Right now, we will all read all of the parts together.

Pointtothefirstlineoftextasyoureaditwithfluentexpression.Invitestudentstoreadthesentencewithyou.

Readthesecondandthirdlinesonpage4inasimilarmanner,makingsurethatstudentspayattentiontohowyoureadsmoothlyandexpressively.

Finally,askstudentstochoral-readtherestofthescriptwithyou.Pointouttheperiod,comma,andexclamationmarkandhowtoadjusttheirreadingastheycometoeach.

Connect and transfer. Say: Today we practiced reading the script together. Tomorrow, we’re going to practice some more so that you feel very comfortable with the text and you can read with fluent expression. At the end of the week, you will perform the script with your classmates.

Small-Group Reading Instruction (60 minutes)

Basedonstudents’instructionalreadinglevelsandcomprehensionneeds,selecttitlesthatprovideopportunitiesforstudentstocontinuetopracticeidentifyingsequenceofevents(seethelistprovidedontheSmall-GroupReadingInstructionalPlanner),orselecttitlesthatenablestudentstoreviewpreviouslytaughtcomprehensionstrategies.

UsetheinstructionprovidedintheTeacher’sGuidetointroducethetexts.

Individual Student Conferences (10 minutes)

Conferwithindividualstudentsontheirtextselectionsandapplicationofstrategies.UsetheReadingConferenceNote-TakingFormtohelpguideyourconference.

Phonics Workshop (20 minutes)

UsetheDay1instructionprovidedinStartUpPhonicsSkillBag4.

Fluency Quick-CheckNotestudentswhocanorcannotreadaloudthescriptwithyou.StudentswhowouldbenefitfromhearingadditionaloralreadingsofthescripttosupportthedevelopmentofsightwordvocabularyandautomaticitycanlistentotheBaby Animals audioCDduringindependentworkstationtime.

Throughouttheweek,refertotheFluencyRubricprovidedwiththeBenchmarkLiteracyAssessmentstohelpyouinformallyassesswherethestudentsareintheirdevelopmentofkeyareasoffluency.

Home/School Connection Youmaywanttohavestudentstake hometheprintableversionofthescript(availableontheReader’sTheaterWhiteboardCD-ROM)andreaditwithafamilymember.Ahome/schoolconnectionlettertofamilymembersisalsoavailableontheCD.Thisletterexplainshowtoreadthescriptwithstudents.


DayTwo

Lesson Objectives

Students will:

• Echo-readtobuildfluency.

• Buildcomprehensionthroughretelling.

• Buildvocabularythroughsharedwriting.

• Buildorallanguageandvocabularythroughwhole-groupandpartnerdiscussion.

Related Resources

• Reader’sTheaterWhiteboard CD-ROM

• AudioCD

• PrintableScripts(onWhiteboardCD-ROM)


Selectafavoritefictionread-aloudfromyourclassroomorschoollibrarywithwhichtomodelthemetacognitivestrategy“DetermineTextImportance.”Usethesampleread-aloudlessonsandsuggestedtitlesintheBenchmarkLiteracyOverview.


Build Fluency: Echo-Read

DisplaythelapbookonaneaselorusetheReader’sTheaterWhiteboard CD-ROMtodisplaythebookonawhiteboard.

Explainthatyouwillmodelfluentreading.Asyouread,invitestudentstolistentohowyoureadthetext.(Youmayalsousethetalkinge-bookfeatureonthewhiteboardCD-ROMsothatstudentscanfollowalongasthetextisreadandhighlighted.)

Askstudentstolistenforhowsmoothlyyouread,howyourvoiceinflectionchangesasyouread,andhowyouusepunctuationtoguideyourvoicetoreadexpressively.

Openthebooktopage4,andreadonesentenceatatime.

Havestudentsecho(repeat)eachsentenceafteryou.Pointoutchangesinexpressionandvoiceintonation.(SeetheEcho-ReadingChecklistonpage7.)

Repeatecho-readingofpages4,6,8,10,and12untilstudentsarefamiliarwiththelanguagepatternsofthetext.

Pointoutthedifferentpunctuationinthescript.Ask: What did you do when you came to a comma? A period? The exclamation mark?

Build Comprehension: RetelltheScript

Writetherepetitivelanguagepatternsforeachgrouppartonsentencestrips (I see . Come here, . What good !),orusetheReader’sTheaterWhiteboardCD-ROMtodisplaythem.

Rereadthebookbyputtingthesentencestripsinorderinapocketchart.Makecardsforgroupparts2,3,4,and5andhavestudentsusethemandtherebuspicturecardstocompletethesentences.(CopiescanbemadefromtheWhiteboardCD-ROM.)


tM sriFy

Baby Animals

by Carrie Smith


DayTwo

Cuteachsentencestripintoindividualwordcards.Askstudentstoputthesentencestogethertomatchthesentencesinthebook.

Ask: Which baby animals did we see? What did the baby animals do that showed they were good?

Shared Writing

Displaypage4oftheBaby Animalslapbookonaneasel.

Explaintostudentsthattheywillwritetheirownsentencesusingthesamesentencepatternsthatareinthebook.

Askavolunteertoreadthefirstsentenceonpage4:I see 2 puppies.Askotherstudentstorereadthesentencetogether.

Ask: What other baby animals can we write about? How many could we see? Ifnecessary,rereadthebabyanimalsstudentsbrainstormedontheir“BabyAnimals”chartonDay1.

Say: Let’s say our sentence together: Isee . What is the first word we will write? That’s right. We’ll write the word I.

Writethewordonchartpaper.Repeatthisprocesstowritethecompletesentencewithstudents.Rereadthesentence.

Iftimeallows,workwithstudentstowritethesentences:Come here, .What good !

Choral-readyoursentencestogether.Theninviteindividualstudentstotaketurnspointingtoeachwordastheyreaditaloudtotheclass.

Connect and transfer. Say: Remember, good readers read smoothly and with expression. They can do this because they’ve learned to recognize familiar words automatically and can read them without stopping. Tonight, when you read with your family members, practice being good readers.


Beginning Pointtoeachpicturewordonpage2. Ask: What do you see?Modeltheanswer.Say: I see bunnies.Repeatforeachpicture.Thenaskthequestionsagain,buthavestudentsanswerontheirown.

IntermediatePairstudentsandaskthemtousegesturesastheyecho-readthescript.

All Levels PairELLswithfluentEnglishspeakersduringdiscussionsandactivities.

Echo-Reading Checklist•Pointouttheriseandfallofthevoice

duringreading.

•Readsmoothlyandinphrasedunits.

•Pauseorstopattheendofasentencewithaperiod.

•Readthetextasifyouweretalkingtosomeone.

•Demonstratehowyouspeaklouderandwithmoreemphasiswhenthesentenceendswithanexclamationmark.


DayTwo

Oral Language ExtensionDuringindependentworkstationtime,displaythepocketchartwithwordcardsformingthesentencepatternsfromthebookandpostpicturesofotherbabyanimalsacrossthetopofthechart.Invitepairsofstudentstorereadthesentencestogetherandtoformneworalsentencesabouttheotherbabyanimals,usingthesamesentencepatterns.Askstudentstosharetheirsentenceswithyouduringtheirindividualstudentconferences.

Home/School ConnectionAskstudentstoreadtheirtake-homescriptagainathomewithafamilymemberandtopracticereadingsmoothlyandwithexpression.


Basedonstudents’instructionalreadinglevelsandcomprehensionneeds,selecttitlesthatprovideopportunitiesforstudentstocontinuetopracticeidentifyingsequenceofevents(seethelistprovidedontheSmall-GroupReadingInstructionalPlanner),orselecttitlesthatenablestudentstoreviewpreviouslytaughtcomprehensionstrategies.

UsetheinstructionprovidedintheTeacher’sGuidetointroducethetexts.


Conferwithindividualstudentsontheirtextselectionsandapplicationofstrategies.UsetheReadingConferenceNote-TakingFormtohelpguideyourconference.




DayThree

Lesson Objectives

Students will:

• Practicereadingarhymewithpausingtoafullstop.

• ComposeaclassFluencyanchorchart.

• Buildorallanguageandvocabularythroughwhole-groupandpartnerdiscussion.

Related Resources

•AudioCD

• HumptyDumpty(BLM1)


Selectafavoritenonfictionread-aloudfromyourclassroomorschoollibrarywithwhichtomodelthemetacognitivestrategy“DetermineTextImportance.”Usethesampleread-aloudlessonsandsuggestedtitlesintheBenchmarkLiteracyOverview.


Introduce Fluency Skills: Pausing—FullStop

Explain: We have learned that we pause, or rest, between some words. Pausing helps us divide our sentences into meaningful parts, which helps listeners understand what we are saying, too. Punctuation helps us figure out when to pause. The punctuation at the end of a sentence signals a longer pause than the punctuation inside the sentence. At the end of a sentence, we come to a full stop and take a breath before the next sentence.

Displaythefluencyposter“HumptyDumpty”andreadaloudthetitle. (Note:TheposterisalsoavailableasBLM1.)

Say: This is a rhyme. It is about a story character who is an egg and falls off a wall. The author uses a period and an exclamation mark to show us when to come to a full stop. Coming to a full stop helps the rhyme sound right and make sense. Listen as I read the rhyme. Try to notice where I come to a full stop.

Pointtoeachwordasyoureadtherhymealoud,comingtoafullstopattheendofthesecondandlastlines.Forexample:

Readwithashortpauseafterthesemicolon:Humpty Dumpty sat on a wall;

Readwithafullstopaftertheperiod:Humpty Dumpty had a great fall.

Readallthewaythroughtotheend,andthenstop:All the king’s horses And all the king’s men Couldn’t put Humpty together again!

Nextsay: Now I will read the rhyme again. This time, I will not stop or pause at all.

Readtheentirerhymeinamonotoneandconstantspeed,withnopauses.

Ask: Which reading makes the rhyme sound better and easier to understand? Why?

Fluency Poster


DayThree


Beginning and IntermediateReadtherhymealoud,pointingtoeachwordasyousayit.Invitestudentstoholduptheirhandstoactouta“stop”commandtoletyouknowwhentostop.

All LevelsBeforereadingthepostertomodelfluency,readandsupportcomprehensionofunfamiliarwordsandconceptsbypointingtopicturestoillustratethefollowingwords:Humpty Dumpty,wall,king,horses, men.

Comprehension Quick-CheckThegoaloffluencypracticeistoincreasecomprehension.Usethefollowingquestionstocheckstudents’comprehensionoftherhyme:

•Whatwasthisrhymemostlyabout?

•Thinkaboutabrokenegg.Whywouldthe king’s horses and men have a hard time putting Humpty Dumpty together again?

•Doyouthinkthisisarealstoryor make-believe? Why?

Home/School ConnectionInvitestudentstotakehomeHumptyDumpty(BLM1)andchoral-readitwithafamilymembertobuildfluency.

Shared Writing.Invitestudentstohelpyoucreateaclassanchorcharttoremindthemhowgoodreadersusepausing.(Seetheexampleprovided.)Whenyouarefinished,askstudentstoecho-readtheentirechart.Thenpostthechartintheclassroomforfuturereference.

Connect and transfer. Say: Today during small-group reading, look for end punctuation marks, such as periods or exclamation marks, that signal full stops. Read as smoothly and naturally as you can before coming to a stop.


Usethesmall-groupreadingtimetoreadBaby Animals.

UsetheDay3instructionprovidedintheMy First Reader’s Theater Teacher’s Guidetoassignrolesandguidestudents’readingofthescript.


Conferwithindividualstudentstodiscusstheirscriptrolesandhowtheyplantoreadtheirparts.UsetheReadingConferenceNote-TakingFormtohelpguideyourconference.



Sample Anchor Chart

Pausing•Wedonotrunallourwordstogether.

•Wepause,orrest,betweensomewords.

•Pausingdividessentencesintomeaningfulparts.

•Pausingmakesourreadingeasiertounderstand.

•Punctuationhelpsusfigureoutwhentopause.

•Punctuationhelpsusfigureouthowlongtopause.


DayFour

Lesson Objectives

Students will:

•Utilizepunctuationtosignalfullstopswhilereading.

•Demonstrateunderstandingofthetextthroughpurposefulpausing.

•Useeffectivepausingtomaketheirreadingsoundliketalking.

Related Resources

•AudioCD

•HumptyDumpty(BLM1)

•FluencySelf-AssessmentMasterChecklist(BLM2)

•BabyAnimals(BLM3)


Selectafavoritenonfictionread-aloudfromyourclassroomorschoollibrarywithwhichtomodelthemetacognitivestrategy“DetermineTextImportance.”Usethesampleread-aloudlessonsandsuggestedtitlesintheBenchmarkLiteracyOverview.


Practice and Self-Assess Fluency Skills: Pausing—FullStop

DistributecopiesofHumptyDumpty(BLM1).

Askstudentstochoral-readtherhymewithyouoneormoretimes.

Next,allowstudentstochoral-readtherhymewithoutyourassistance.

DistributetheFluencySelf-AssessmentMasterChecklist(BLM2)andreviewtheassessmentcriteriaforpausingandintegration.Askstudentstogiveathumbs-uporthumbs-downoneachquestionbasedonthegroup’schoral-reading.Discusstheirresponses.

Partner reading.PairstudentsandaskthemtoreadHumpty Dumpty togetheroneormoretimes,alternatinglines.

Monitorstudents’partner-readingpracticeandprovideresponsivefeedbackusingappropriatepromptsfromthelistonpage12.

AskstudentstoratethemselvesonspecificfluencyskillscoveredinthislessonusingtheirFluencySelf-AssessmentMasterChecklist(BLM2).

Connect and transfer.Askstudentstoreflectontheirfluencypractice,usingthefollowingprompts:

•Whenyouread,howdoyouknowwhentocometoafullstop?•Wheredoestheauthorplacethepunctuationmarkthatsignalsa

full stop?•HowwillyouusewhatyouhavelearnedasyoupracticereadingBaby

Animals?

Fluency Poster


DayFour


Beginning AllowELLstoparticipatethroughactivelisteningwhileotherstudentsdemonstratefullstoppausing.Invitethemtoraisetheirhandswhentheyhearafullstop.

Intermediate and AdvancedAllowELLstoecho-readpartsofthescriptwithyouastheydemonstratetheirabilitytocometoafullstopandthencontinuereadingsmoothly.

Responsive Prompts for Speed and Pacing

Asstudentsworktogether,observethosewhodemonstrateunderstandingandthosewhostruggle.Useappropriateresponsivepromptingtoprovideadditionalsupportortovalidatestudentswhodemonstratemastery.

Goal Oriented•Listentomereadthis.Canyouhearmetakealittlebreathatthesemicolon?•Theperiod(exclamationpoint)meansyourvoicemakesafullstop.•WhenImakeashortpause,Idon’tstopcompletelyandbreaktheflowof

myreading.•WhenIfinishasentence,Imakeafullstopbeforecontinuingwithmyreading.•NoticewhatIdowhenIseeasemicolon.Myreadingpausesbrieflyand

thencontinuestohelpmakeideasclearasIread.•NoticewhatIdowhenIseea(n)period(exclamationpoint).Myreading

pauseswithafullstoptoshowthatI’vereadacompletesentenceoridea.

DirectiveandCorrectiveFeedback•Makeafullstopattheperiod(exclamationpoint).•Takealittlebreathwhenyouseeasemicolon.•Readthepunctuation.•Readitlikethiswithashortpausebetweenthewords.•Readitlikethiswithafullstopaftertheword.•Makeyourpauselonger.•Makeryourpauseshorter.

Self-MonitoringandReflection•Howdidyouknowtomakeashortpausehere?•Howdidyouknowtomakeafullstophere?•Didyouhaveanytroubleknowingwheretomakeashortpauseorfull

stopasyouread?•Wasyourpausingtooshort,toolong,orjustright?•Wheredidyoumakeshortpausesasyouread?•Wheredidyoumakefullstopsasyouread?

ValidatingandConfirming•Good—youtookalittlebreath.•Good—youmadeafullstop.•Ilikethewayyoumadeashortpause/fullstophere.•Ilikethewayyouusedthe punctuationmarktohelpyoumakea

shortpause/fullstophere.•Good—youusedpunctuationmarkstohelpyouknowwhentopauseand

forhowlong!

Fluency Self-Assessment Master Checklist (BLM 2)

Name Date

Benchmark Literacy • Grade K • Unit 3/Week 3 ©2010 Benchmark Education Company, LLC

BLM 2

s S

Speed/PacingDid my speed and pacing match the kind of text I was reading? Did my speed and pacing match what the character was saying? Did I read with a natural talking voice?Did I slow my reading down when appropriate?Did I pay attention to punctuation? PausingDid I pause to keep from running all my words together? Did I pause in the correct locations?Did I pause for the appropriate length of time?Did I pause to help my reading make sense? Did I use punctuation to help me figure out when to pause? Inflection/IntonationDid I make my voice rise at a question mark?Did I make my voice fall at a period?Did I think about what the author was saying so I would know when to read louder or softer? Did I think about what the author was saying so I would know when to stress or emphasize words? Phrasing Did I notice the phrases?Did I read all the words in each phrase together?Did I think about what the words in the phrase mean when they are together?ExpressionDid I look for clues so I could anticipate the mood of the passage? Did I use my tone of voice, facial expressions, and body language to express what the author or characters were thinking or feeling?Did I change my reading when something new was about to happen?IntegrationDid I read the words right? (accuracy)Did I read the words at the right speed? (rate)Did I read with expression? (prosody)Did my reading sound like talking?Did I understand what I read?

Fluency Self-Assessment Master Checklist


DayFour

Apply Fluency Skills to Reader’s Theater

DisplaytheBaby Animalslapbookandturntopage4.

Say: Let’s take what we have learned about making a full stop and use it as we reread a few pages of the script. Listen as I read. After I finish, I want you to tell me when I made a full stop and how that helped the script make sense for you as listeners.

Readpages4–7.Makeafullstopattheendofeachsentence.Usethesuggestionsbeloworinterpretthetextinyourownway:

•RedGroup:moderatespeed,fullstop•BlueGroup:inacallingtone,shortpauseaftercomma,thenfullstop•PurpleGroup:excitedvoice,fullstop

Askstudentstocommentonyourreadingandhowitaffectedthemaslisteners.Theninvitevolunteerstoreadaloudanduseexpressivenessandfullstopsfollowingyourexample.


Practice reading Baby Animals.

UsetheDay4instructionprovidedintheMy First Reader’s Theater Teacher’s Guidetohelpstudentsrehearsefortheirperformance.


Conferwithindividualstudentsontheirfluencydevelopment.UsetheReadingConferenceNote-TakingFormtohelpguideyourconference.



Oral Language ExtensionHavepairsofstudentspracticefluencyduringindependentworkstationtimebyreadingaloudHumptyDumpty(BLM1).Studentswill:

•choral-readthepassagetogether

•taketurnsreadingtoeachother

Home/School ConnectionHavestudentstakehometheBaby Animalsactivitypage(BLM3)anddrawtheirownpicturestocompleteeachsentence.Askthemtoaskafamilymemberforhelpwithwritingthenumberofanimalstheysee.Havethemreadtheirsentencestoafamilymember.

Baby Animals, pages 4–5

Baby Animals, pages 6–7

I see 2 .

Come here, .

What good !

4

puppies

puppies

puppies

I see 3 .

Come here, .

What good !

6

lambs

lambs

lambs

5

7


DayFive

Lesson Objectives

Students will:

• Demonstratetheirleveloffluencydevelopmentthroughanoralreadinginterpretationofthescript.

• Demonstrateactivelisteningskills.

• Reflectonandassesstheirownfluencydevelopment.

Related Resources

• AudioCD

• Reader’sTheaterSelf-Assessment(BLM4)


Revisittheweek’sread-aloudstomaketext-to-textconnectionsandprovideopportunitiesforreaderresponse.UsethesuggestedactivitiesintheBenchmarkLiteracyOverview,orimplementideasofyourown.


Prepare for and Manage Student Performances: AudienceandPerformerExpectations

Preparestudentsfortheirreader’stheaterperformancesbysharingyourexpectationsofaudiencemembersandperformers.

Audience expectations. Say: While you are listening to the other groups perform, I expect you to do the following:

•Giveyourclassmatesyourfullattention.•Donotspeaktoyourneighborsormakeanynoise.•Enjoytheirperformanceandshowyourappreciationbyclappingwhen

theyarefinished.•Bepreparedtogiveyourfeedbackonthescript,andalwaysremember

tomakeyourfeedbackconstructive,orhelpful.

Performer expectations. Say: While you and your group are performing the script, remember to do these things:

•Readinaloud,clearvoiceandactoutyourrole.•Useexpressionandfluencytohelpeveryonelisteningtounderstand

yourcharacter.•Remembertocometoafullstopatendpunctuationmarks.•Whenitisnotyourturntoread,followalonginthescriptsoyouknow

whentocomein.• Ifoneofyourgroupmembersgetslostorforgetstocomein,prompt

himorherquietly.•Acceptbothsuggestionsandpraisefromyouraudience.

Show Time!

Invitestudentstoperformthescriptforanaudiencesuchasmembersoftheclass,studentsfromotherclasses,schoolstaffmembers,orparents.

Continueyourperformancesduringsmall-groupreadingtime,givingeachgrouptheopportunitytoperform.


tM sriFy

Baby Animals

by Carrie Smith


DayFive

Assess and Reflect

Afterallgroupshavecompletedtheirperformance,usethefollowing self-assessmentactivitytohelpstudentsreflectontheirperformance,identifyhowtheyhaveimprovedasreadersandperformers,anddeterminewhattheywillfocusonastheyparticipateinfuturereader’stheaterexperiencesthroughouttheyear.

Drawathree-columnreflectionchartonchartpaper.IncludeacolumnforReflection QuestionsandcolumnstoanswerYes or Noinresponse.Usethefollowingquestionstoguidethegroup’sassessmentoftheirperformance,orusetheReader’sTheaterSelf-Assessment(BLM4).Placeacheckmarkintheappropriatecolumn,notingtheirresponses.

•Didwemakeourreadingsoundsmoothliketalking?•Didwemakeourcharacterssoundandfeellikerealpeoplewith

feelings?•Didweactoutourpartswithourvoicesandbodylanguage?•Wereourpartsat“justright”readinglevels?•Didwepracticeourreadingmanytimesbeforeperforming?•Didwecometoafullstopatendpunctuationmarkstosupport

listeners’understandingofthescript?

Connect and transfer.Discusswaystoimprovefutureperformancesbasedontheself-assessmentandreflections.


Usethesmall-groupreadingtimetocontinuestudents’performancesof Baby Animals.

Afterallgroupshaveperformed,usetheAssessandReflectactivityabove.


Havestudentsusetheirself-reflectiontoshowhowtheywouldreaddifferentlynexttime.Discusshowstudentsplantoapplywhattheylearnedtofutureperformancesandindependentreading.



Support Participation of ELLs

BeginningAllowbeginningELLstoparticipateasactivelistenersbyusinggesturestodemonstratetheBluegrouplinesthroughouttheperformance.

Intermediate and AdvancedGroupELLswithmorefluentreaderstochoral-readtheirpartinthescript.

Assessment Tip Duringstudentperformances,recordanecdotalnotesthatfocusonhowstudentsaredevelopingfluencyskillsandhowtheyaremeetingperformerandaudiencememberexpectations.

Reader’s Theater Self-Assessment (BLM 4)

Name Date

Benchmark Literacy • Grade K • Unit 3/Week 3 ©2010 Benchmark Education Company, LLC

BLM 4

Reader’s Theater Self-AssessmentDirections: Answer each question by coloring the face that best

shows how you feel about your reading.

1. Did my reading sound like talking?

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2. Did I use my voice to show the character’s feelings?

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3. Did I say the lines like the character would say them?

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4. Did I use the punctuation marks to help me know how to say the words?

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5. Did I read with a good speed?

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6. Did I fix my mistakes when I read?

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7. Did I act like the character?

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8. Did I listen carefully to the other readers?

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benchmark literacy tmblresources.benchmarkeducation.com/pdfs/gku3w3_instrctn.pdfoverview....

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