unit 4/week 3 at a glance - benchmark education...

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LiteracyB e n c h m a r k

Teacher’s Guide Grade K • Unit 4 3Week

Summarize & Synthesize/ Analyze Story Elements

® 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

Unit 4/Week 3 at a Glance

Day Mini-Lessons

ONE • Activate Prior Knowledge: Fruit Chart

• Introduce the Reader’s Theater Script: Build Concepts about Print

• Build Academic Vocabulary

• Build Sight Word Vocabulary

• Model Fluency: Read Together

TWO • Build Fluency: Echo-Read

• Build Comprehension: Retell the Script

• Shared Writing

THREE • Introduce Fluency Skills: Inflection/Intonation—Pitch

FOUR • Practice and Self-Assess Fluency Skills: Inflection/Intonation—Pitch

• Apply Fluency Skills to Reader’s Theater

FIVE • Prepare for and Manage Student Performances: Audience and Performer Expectations

• Show Time!

• Assess and Reflect

Day One

Benchmark Literacy • Grade K • Unit 4/Week 3 ©2011 Benchmark Education Company, LLC2

Read-Aloud (10 minutes)

Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Summarize and Synthesize.” Use the sample read-aloud lessons and suggested titles provided in the Benchmark Literacy Overview.

Mini-Lessons (20 minutes)

Activate Prior Knowledge: Fruit Chart

Say: This week we’re going to read and perform a reader’s theater script about different kinds of fruit. What do you think of when you hear the word fruit? Allow responses. Encourage students to understand that fruit is a part of a plant with seeds.

Create a “Fruit” chart and ask students to brainstorm what they know about fruit. (See the sample web below.)

Reinforce words related to fruit by using the words in complete sentences with students. For example:

•Bananasareyellow.•Applesarejuicy.•Orangesareround.

Ask: What is your favorite fruit? Why do you like it?

Save your chart to refer to throughout the week.

Lesson Objectives

Students will:

• Discuss the concept of fruit.

• Summarize and synthesize.

• Build concepts about print.

• Build academic and sight word vocabulary.

• Build fluency through choral-reading.

• Build oral language and vocabulary through whole-group and partner discussion.

Related Resources

• Reader’s Theater Whiteboard CD-ROM

• Audio CD

Reader’s Theater Lap Book

Kind of Fruit How It Looks How It Tastes apple red crunchy

orange orange, round sweet, juicy

grapes round, purple, red, or green

sweet

lemon round, yellow sour

Sample Fruit Chart

©2011 Benchmark Education Company, LLC Benchmark Literacy • Grade K • Unit 4/Week 3 3

Day One

Make Content Comprehensible for ELLs

BeginningUse pictures and realia to convey the meaning of academic vocabulary. Use simple phrases to support meaning and have students repeat phrases such as red apples and yellow bananas.

Beginning and IntermediateHave students use the script vocabulary in sentence frames such as:

These are . They are .

If you have students whose first language is Spanish, share these English/Spanish cognates: fruit/la fruta; pears/las peras.

Intermediate and AdvancedModel the use of academic sentence frames to support ELLs’ vocabulary and language development. (See suggested sentence frames provided.)

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.

Support visual learners and students with attention issues by projecting the whiteboard version of We Like Fruit. Allow students to draw and label pictures for vocabulary words of their choice.

Support auditory learners by playing the e-book readings of the script or allowing them to listen and follow along as the text is highlighted.

During independent workstation time, pair special needs students with more fluent readers for partner-reading practice of the script.

Group students heterogeneously for small-group reading of the script so that struggling students benefit from working with more fluent readers.

Introduce the Reader’s Theater Script: Build Concepts About Print

Display the lap book We Like Fruit on an easel or use the Reader’s Theater Whiteboard CD-ROM to display the book. 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 someone you know or something you have done? Allow responses.

Activate metacognitive strategies. Say: Looking at the cover of a book can help you summarize and synthesize information you will learn in the book. What clues do you see that can help you summarize what this book is about? Are all fruits the same? How can you tell?

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

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

Display the inside front cover of the book. Read the question aloud. Invite students to share the names of their favorite fruit. Ask: How can this picture help summarize what this book is about in one word? What words can you use to describe the fruit?

Point out the title page. Ask: How many words are there in the title? Which is the first word? Which way do we read the title?

Point to each word as you read the title. Have children read it chorally as you point to each word again. Ask: How many letters are in the first word? Which is a capital letter? Which is a small letter? Continue with the other words in the title.

Point to the character group icons. Say: What do these icons tell us?

Point to and read the setting of the script. Say: An orchard is land where plants and trees grow. What does the setting tell us? What do you think the settings in this book will look like?


Day One

Build Academic Vocabulary

Open the book to My Picture Words on page 2. Ask: What kind of fruit do you see in each picture?

Invite a student to name what he or she sees in each picture. If students cannot name the picture, provide the name for them as you point to the label.

Talk about the meaning of each word, and ask students to use the word in meaningful sentences. Support ELLs by modeling how you use the following sentence frames:

These are .A is .

Build Sight Word Vocabulary

Turn to My Sight Words on page 3. Say: Now look at these words. Do you know any of these words? Point to them and read them for me.

Turn to page 4 and read aloud each group of sentences, pointing to each word as you read it.

Write the list of sight words used in the text on the board, or use the Reader’s Theater Whiteboard CD-ROM to display the list of words on a whiteboard.

Have the students practice reading the list chorally several times. Then ask volunteers to use each word in a sentence.

2

apples

pears

cherries

watermelons

My Picture Words

3

My Sight Words

do like

some we

yes you

We Like Fruit, page 2

We Like Fruit, page 3


Day One

Fluency Quick-CheckNote students who can or cannot read aloud the script with you. Students who would benefit from hearing additional oral readings of the script to support the development of sight word vocabulary and automaticity can listen to the We Like Fruit audio CD during independent workstation time.

Throughout the week, refer to the Fluency Rubric provided with the Benchmark Literacy Assessments to help you informally assess where the students are in their development of key areas of fluency.

Home/School Connection You may want to have students take home the printable version of the script (available on the Reader’s Theater Whiteboard CD-ROM) and read it with a family member. A home/school connection letter to family members is also available on the CD. This letter explains how to read the script with students.

Model Fluency: Read Together

Turn to page 4. Point out the color-coded icons for each reading group. Ask: How many different groups of readers will we have when we perform this script? How can you tell? Say: Right now, we will all read all of the parts together.

Point to the first line of text as you read it with fluent expression. Invite students to read the sentence with you.

Read the second and third lines on page 4 in a similar manner, making sure that students pay attention to how you read smoothly and expressively.

Finally, ask students to choral-read the rest of the script with you. Point out the period, the question mark, and the exclamation point and how to adjust your reading as you come to each punctuation mark.

Connect and transfer. Say: Today we practiced reading the script together. Tomorrow, we will practice again so that you feel comfortable with the text and will be able to perform the script with classmates at the end of the week.

Small-Group Reading Instruction (60 minutes)

Based on students’ instructional reading levels and comprehension needs, select titles that provide opportunities for students to continue to practice analyzing story elements (see the list provided on the Small-Group Reading Instructional Planner), or select titles that enable students to review previously taught comprehension strategies.

Use the instruction provided in the Teacher’s Guide to introduce the texts.

Individual Student Conferences (10 minutes)

Confer with individual students on their text selections and application of strategies. Use the Reading Conference Note-Taking Form to help guide your conference.

Phonics Workshop (20 minutes)

Use the Day 1 instruction provided in StartUp Phonics Skill Bag 7.



Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Summarize and Synthesize.” Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview.


Build Fluency: Echo-Read

Display the lap book on an easel or use the Reader’s Theater Whiteboard CD-ROM to display the book on a whiteboard.

Explain that you will model fluent reading. As you read, invite students to listen to how you read the text. (You may also use the talking e-book feature on the whiteboard CD-ROM so that students can follow along as the text is read and highlighted.)

Ask students to listen for how smoothly you read, how your voice inflection changes as you read, and how you use punctuation to guide your voice to read expressively.

Open the book to page 4, and read one sentence at a time.

Have students echo (repeat) each sentence after you. Point out changes in expression and voice intonation. (See the Echo-Reading Checklist on page 7.)

Repeat echo-reading of pages 4, 6, 8, 10, and 12 until students are familiar with the language patterns of the text.

Point out the different punctuation in the script. Ask: How did your voice change when you came to the question mark? What did you do when you came to a period? How did the exclamation point change the way you said this line?

Build Comprehension: Retell the Script

Write the repetitive language patterns for each group part on sentence strips (Do you like ? Yes! We like . We have some .), or use the Reader’s Theater Whiteboard CD-ROM to display them.

Reread the book by putting the sentence strips in order in a pocket chart. Have students use the rebus picture cards to complete the sentences. (Copies can be made from the Whiteboard CD-ROM.)

Lesson Objectives

Students will:

• Echo-read to build fluency.

• Build comprehension through retelling.

• Build vocabulary through shared writing.


Related Resources

• Reader’s Theater Whiteboard CD-ROM

• Audio CD

• Printable Scripts (on Whiteboard CD-ROM)

Day Two




Beginning Have ELLs echo-read only the Blue group lines. Encourage them to nod their heads as they repeat the lines.

IntermediateAsk ELLs yes/no questions to help them retell the script. Use sentence frames:

Do we like ? Do we have ?

Have students answer in complete sentences.

All Levels Pair ELLs with fluent English speakers during discussions and activities.

Echo-Reading Checklist• Point out the rise and fall of the voice

during reading.

• Read smoothly and in phrased units.

• Pause or stop at the end of a sentence with a period.

• Read the text as if you were talking to someone.

• Demonstrate how your voice goes up at the end of a sentence with a question mark.

• Demonstrate how you speak louder and with more emphasis when the sentence ends with an exclamation mark.

Cut each sentence strip into individual word cards. Ask students to put the sentences together to match the sentences in the book.

Ask: Which fruits did we read about? How are apples like watermelons? How are they different?

Shared Writing

Display page 4 of the We Like Fruit lap book on an easel.

Explain to students that they will write their own sentences using the same sentence patterns that are in the book.

Ask a volunteer to read the first sentence on page 4: Do you like apples? Ask other students to reread the sentence together.

Ask: What other kind of fruit can we write about?

If necessary, reread the kinds of fruits students brainstormed on their “Fruit” chart on Day 1.

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

Write the word on chart paper. Repeat this process to write the complete sentence with students. Reread the sentence.

If time allows, work with students to write the sentences:Yes! We like .We have some .

Choral-read your sentences together. Then invite individual students to take turns pointing to each word as they read it aloud to the class.

Connect and transfer. Say: Remember, good readers read smoothly. They do this by learning to recognize familiar words. They read with expression by paying attention to punctuation marks. Practice reading smoothly and with expression when you read with a family member tonight.

Day Two


Day Two


Based on students’ instructional reading levels and comprehension needs, select titles that provide opportunities for students to continue to practice analyzing story elements (see the list provided on the Small-Group Reading Instructional Planner), or select titles that enable students to review previously taught comprehension strategies.

Use the instruction provided in the Teacher’s Guide to introduce the texts.


Confer with individual students on their text selections and application of strategies. Use the Reading Conference Note-Taking Form to help guide your conference.



Oral Language ExtensionDuring independent workstation time, display the pocket chart with word cards forming the sentence patterns from the book. Invite pairs of students to take turns rereading the sentences and to form new oral sentences about different kinds of fruit, using the same sentence patterns.

Home/School ConnectionAsk students to read their take-home script again at home with a family member and to practice reading smoothly and with expression.



Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Summarize and Synthesize.” Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview.


Introduce Fluency Skills: Inflection/Intonation—Pitch

Explain: When we talk, we do not say every word the same. We use different kinds of inflection and intonation. We say some words louder and some words softer. This is called volume. We emphasize some words. This is called stress. We also say some words at a higher pitch (model) and some words at a lower pitch (model). In reading, the ending punctuation helps us know when to change our pitch. We make our voices rise when we see a question mark and fall when we see a period. When we see an exclamation point, our voices may rise or fall depending on what we are reading.

Display the fluency poster “Are You Sleeping, Brother John?” and read aloud the title. (Note: The poster is also available as BLM 1.)

Say: This is a song about bells that ring in the morning that let Brother John know it is time to get up. The author uses a question mark to let us know when to raise our voices and a period to let us know when to lower them. Changing the pitch helps the sentences sound right and make sense.

Point to each word as you sing the song aloud, making your voice rise when you come to a question mark and fall when you come to a period. For example:

Let your voice rise at the end of the lines:Brother John? Brother John?

Let your voice fall at the end of the lines:Ding, ding, dong.Ding, ding, dong.

Next say: Now I will sing the song again. This time, I will not change the pitch.

Sing the entire song with a monotone pitch and constant speed.

Ask: Whichwaymakesthesongsoundbetterandeasiertoenjoyandunderstand? Why?

Lesson Objectives

Students will:

• Practice singing a song with changing pitch.

• Compose a class Fluency anchor chart.


Related Resources

• Audio CD

• Are You Sleeping, Brother John? (BLM 1)

Day Three

Fluency Poster


Shared Writing. Invite students to help you create a class anchor chart to remind them how good readers use inflection and intonation. (See the example provided.) When you are finished, ask students to echo-read the entire chart. Then post the chart in the classroom for future reference.

Connect and transfer. Say: Today during small-group reading, think about when to change your pitch. Look for an end punctuation mark such as a period as a signal to make your voice fall and a question mark as a signal to raise your voice. Read as smoothly as you can.


Use the small-group reading time to read We Like Fruit.

Use the Day 3 instruction provided in the My First Reader’s Theater Teacher’s Guide to assign roles and guide students’ reading of the script.


Confer with individual students to discuss their script roles and how they plan to read their part. Use the Reading Conference Note-Taking Form to help guide your conference.




Beginning and IntermediateHave students participate in active listening. Invite them to point up when they hear your voice go up and point down when they hear your voice go down.

All LevelsBefore singing the song to model fluency, read and support comprehension of unfamiliar words and concepts by displaying pictures or using realia or gestures to illustrate the following words: Brother John, bells, ringing, sleeping.

Comprehension Quick-CheckThe goal of fluency practice is to increase comprehension. Use the following questions to check students’ comprehension of the song:

• Whatwasthissongmostlyabout?

• Whattimeofthedayisit?Howcanyou tell?

• DoyouthinkBrotherJohnwillwakeup? Why or why not?

Home/School ConnectionInvite students to take home Are You Sleeping, Brother John? (BLM 1) and choral-read it or sing it with a family member to build fluency.

Day Three

Sample Anchor Chart

Inflection/Intonation• We do not read every word the same.

• We read some words louder and some words softer. This is called volume.

• We emphasize some words. This is called stress.

• We read some words higher and some words lower. This is called pitch.

• Ending punctuation helps us know when to make our voices rise or fall.

• Changing the way we read words helps our reading sound like talking.



Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Summarize and Synthesize.” Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview.


Practice and Self-Assess Fluency Skills: Inflection/Intonation—Pitch

Distribute copies of Are You Sleeping, Brother John? (BLM 1).

Ask students to choral-sing the song with you one or more times.

Next, allow students to choral-sing the song without your assistance.

Distribute the Fluency Self-Assessment Master Checklist (BLM 2) and review the assessment criteria for inflection/intonation and integration. Ask students to give a thumbs-up or thumbs-down on each question based on the group’s choral-singing. Discuss their responses.

Partner reading. Pair students and ask them to sing or say Are You Sleeping, Brother John? together one or more times, alternating lines.

Monitor students’ partner practice and provide responsive feedback using appropriate prompts from the list on page 12.

Ask students to rate themselves on specific fluency skills covered in this lesson using their Fluency Self-Assessment Master Checklist (BLM 2).

Connect and transfer. Ask students to reflect on their fluency practice, using the following prompts:

•Whatdoyoudowithyourvoicetomakeyourpitchhigher?Lower?•Howdoyouknowwhentoraiseorloweryourvoicewhenreading?•HowwillyouusewhatyouhavelearnedasyoupracticereadingWe

Like Fruit?

Lesson Objectives

Students will:

• Make their voices rise at a question mark and fall at a period.

• Demonstrate understanding of the text through purposeful inflection and intonation.

• Use effective inflection and intonation to make their reading sound like talking.

Related Resources

• Audio CD

• Are You Sleeping, Brother John? (BLM 1)

• Fluency Self-Assessment Master Checklist (BLM 2)

• We Like Fruit (BLM 3)

Day Four

Fluency Poster


Responsive Prompts for Inflection/Intonation—Pitch

As students work together, observe those who demonstrate understanding and those who struggle. Use appropriate responsive prompting to provide additional support or to validate students who demonstrate mastery.

Goal Oriented• Listen to how I read this. Can you hear my voice go down at the period?• Listen to how I read this. Can you hear my voice go up at the question mark?• Listen to how my voice gets louder.• Listen to how my voice gets softer.• Emphasize the word like this.

Directive and Corrective Feedback• Make your voice go down at the period.• Make your voice go up at the question mark.• Read it louder.• Read it softer.• Stress the word in this sentence.

Self-Monitoring and Reflection• What should your voice do when you see a period?• What should your voice do when you see a question mark?• Should your voice go up or down at this exclamation point?• How did you know to read louder?• How did you know to read softer?• What made you emphasize the word ?

Validating and Confirming• Good job at making your voice rise and fall.• You read that part louder/softer—way to think like the author!• You stressed exactly the right words in that sentence. Good thinking!


Beginning Allow ELLs to participate through active listening while other students demonstrate changing the pitch of their voices. Invite them to act out sleeping and ringing a bell when others sing those lines.

Intermediate and AdvancedHave ELLs choral-sing the song with you as they demonstrate their ability to change the pitch of their voices.

Day Four

Fluency Self-Assessment Master Checklist (BLM 2)

Name Date

Benchmark Literacy • Grade K • Unit 4/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


Oral Language ExtensionHave pairs of students practice fluency during independent workstation time by using BLM 1 to read or sing aloud Are You Sleeping, Brother John? Students will:

• choral-read or sing the song together

• take turns reading or singing to each other

Home/School ConnectionHave students take home the We Like Fruit activity page (BLM 3) and draw their own pictures to complete each sentence. Ask them to read their sentences to a family member.

Apply Fluency Skills to Reader’s Theater

Display the We Like Fruit lap book and turn to page 4.

Say: Let’s take what we have learned about changing the pitch of our voice 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 my voice go up or down and how that helped the script make sense for you as listeners.

Read pages 4–7. Vary the pitch. Use the suggestions below or interpret the text in your own way:

• Red Group: Raise the pitch of your voice at the end of the sentence.• Blue Group: Raise the pitch for Yes! Lower it at the end of the next

sentence.• Purple Group: Lower the pitch of your voice at the end of the sentence.

Ask students to comment on your reading and how it affected them as listeners. Then invite volunteers to read aloud and change the pitch of their voices following your example.


Practice reading We Like Fruit.

Use the Day 4 instruction provided in the My First Reader’s Theater Teacher’s Guide to help students rehearse for their performance.


Confer with individual students on their fluency development. Use the Reading Conference Note-Taking Form to help guide your conference.



Day Four

We Like Fruit, pages 4–5

We Like Fruit, pages 6–7

4

Do you like ?

Yes! We like .

We have some .

apples

apples

apples

Do you like ?

Yes! We like .

We have some .

6

pears

pears

pears

5

7



Revisit the week’s read-alouds to make text-to-text connections and provide opportunities for reader response. Use the suggested activities in the Benchmark Literacy Overview, or implement ideas of your own.


Prepare for and Manage Student Performances: Audience and Performer Expectations

Prepare students for their reader’s theater performances by sharing your expectations of audience members and performers.

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

• Give your classmates your full attention.• Do not speak to your neighbors or make any noise.• Enjoy their performance and show your appreciation by clapping when

they are finished.• Be prepared to give your feedback on the script, and always remember

to make your feedback constructive, or helpful.

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

• Read in a loud, clear voice and act out your role.• Use expression and fluency to help everyone listening to understand

your character.• Remember to pay attention to punctuation marks so you know when to

change the pitch of your voice.• When it is not your turn to read, follow along in the script so you know

when to come in.• If one of your group members gets lost or forgets to come in, prompt

him or her quietly.• Accept both suggestions and praise from your audience.

Show Time!

Invite students to perform the script for an audience such as members of the class, students from other classes, school staff members, or parents.

Continue your performances during small-group reading time, giving each group the opportunity to perform.

Lesson Objectives

Students will:

• Demonstrate their level of fluency development through an oral reading interpretation of the script.

• Demonstrate active listening skills.

• Reflect on and assess their own fluency development.

Related Resources

• Audio CD

• Reader’s Theater Self-Assessment (BLM 4)

Day Five



Day Five

Support Participation of ELLs

BeginningAllow beginning ELLs to participate as active listeners by using gestures such as nodding and rubbing their tummies to demonstrate the Blue group lines throughout the performance.

Intermediate and AdvancedGroup ELLs with more fluent readers to choral-read their part in the script.

Assessment Tip During student performances, record anecdotal notes that focus on how students are developing fluency skills and how they are meeting performer and audience member expectations.

Assess and Reflect

After all groups have completed their performance, use the following self-assessment activity to help students reflect on their performance, identify how they have improved as readers and performers, and determine what they will focus on as they participate in future reader’s theater experiences throughout the year.

Draw a three-column reflection chart on chart paper. Include a column for Reflection Questions and columns to answer Yes or No in response. Use the following questions to guide the group’s assessment of their performance, or use the Reader’s Theater Self-Assessment (BLM 4). Place a check mark in the appropriate column, noting their responses.

• Did we make our reading sound smooth like talking?• Did we make our characters sound and feel like real people with

feelings?• Did we act out our parts with our voices and body language?• Were our parts at “just right” reading levels?• Did we practice our reading many times before performing?• Did we change the pitch of our voice depending on the end

punctuation marks?

Connect and transfer. Discuss ways to improve future performances based on the self-assessment and reflections.


Use the small-group reading time to continue students’ performances of We Like Fruit.

After all groups have performed, use the Assess and Reflect activity above.


Have students use their self-reflection to show how they would read differently next time. Discuss how students plan to apply what they learned to future performances and independent reading.



Reader’s Theater Self-Assessment (BLM 4)

Name Date

Benchmark Literacy • Grade K • Unit 4/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?

s S ß

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

s S ß

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

s S ß

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

s S ß

5. Did I read with a good speed?

s S ß

6. Did I fix my mistakes when I read?

s S ß

7. Did I act like the character?

s S ß

8. Did I listen carefully to the other readers?

s S ß

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