Add Monthly Script Workshop - Amazon S3 · 2018-08-02 · Fluency Warm-ups Work Areas Goal Week 14 Card Monitor for Success 10-20 words per minute Oral Reading Fluency Add Monthly

Fluency Warm-ups Work Areas Goal

Week 14 Card Monitor for Success 10-20 words per minute

Oral Reading FluencyAdd Monthly Script Workshop

14WEEK

20 minutes Teacher-Led Small

Reading In Motion • Week 14 157

Activity Materials Time

Explain Script Workshop 5 copies of Lamb and Coyote 3 min.

How to Read a Script 3 min.

Echo Read Sentence by Sentence 5 min.

Echo Read by Character Parts 5 min.

Choral Read by Character Parts 4 min.

Work Area Assignments: Writing, Reading Sculptures, Word Study, and EaselIndependent writing practice with previously covered skills first, then allow students to write creatively to build connections and engagement with reading and writing. Spelling: Week 14 Spelling List Reading In Motion Practice Area: Week 14 Sort

Note: This week, every student should be seen in a small group for a script workshop. For script workshops, see the students in groups of four. If possible, groups should be comprised of two strong readers and two low to medium level readers.

Small Group Activities Teacher-Led Small Groups

Explain Script Workshop

Reading In Motion • Week 14158

Do Arrange four chairs for the students around your small group table. Seat the four students so that the low to medium level readers are seated next to the strong readers.Say Today, small group will be a script workshop. That is why I have asked four of you to join me at the table. I want to begin today by reading you a short story. Listen closely.Do Read Step 6 of Lamb and Coyote to the students.Say Now, I’m going to read you a different version of the same story. This version of the story is written as a script.Do Hold up a copy of the script.Say A script is a special kind of text that actors use. Can anyone tell me what an actor is?Do Briefly take the students’ responses.Say You see actors in movies, plays, and on television. They use drama to act out an idea or a story. Right now, I’m going to be an actor as I read to you. I’m going to use my voice in a dramatic way to help differentiate the two characters talking in this script, the Lamb and the Coyote. Listen closely.Do Read the script for Lamb and Coyote, Step 2. Use your voice to dramatize the two characters.

Script Workshop in Groups of FourGoal: 10-20 words per minute


Teacher-Led Small Groups (continued)

How to Read a Script

Say Now, it is time for you to be actors and read a script.Do Give each student a copy of the script.Say Please open your script to Step 2. Lay it flat on the table and hold it open with your hands, like this.Do Demonstrate how to hold the script open to the first page. Make sure that all of the students are correctly holding their scripts open to page one.Say Down the left side of the script, we have pictures of the characters.Do Hold up your script and point to the character icons.Say These little pictures tell us which character is talking. Next to each picture is a sentence or a few sentences.Do Point to the Lamb’s first lines. Say In drama, these sentences are called lines or the character’s part. I’m going to point to one of the pictures and the line next to it. I want you to look at the picture, and tell me which character is speaking.Do Point to different icons in the script, and have the students name the character that the icon represents.Say When you are reading a script, it is important to look at the pictures to help you know which character is speaking.

Say Now, we will read through the script sentence by sentence, or line by line. Repeat after me, and try to make your voice sound like mine. As I read, I want you to use your finger to follow along with the words. Then, when it is your turn to repeat the words, use your finger again to follow the words.Do Using your finger to trace the words, read the first line. Allow the students to repeat the line. Read the next line, using a different voice to emphasize that another character is speaking. Allow the students to echo read the second line. Encourage them to match the expression in your voice for the lamb or the coyote. Continue reading the text, using your finger to trace the words, and allowing the students to echo read each line.

Echo Read Sentence by Sentence

Teacher-Led Small Groups (continued)


Choral Read by Character Parts

Say I want to do one more thing with our script today. This last time that we read it, I am going to have you read your parts on your own. I will help you if you get stuck. You will need to follow along closely, so you are ready to read your parts. Please put your scripts down on the table so I can see you using your finger to follow along as we read.Do Cue the students to begin reading, and assist them as necessary.Say We will put these scripts away for now.Do Collect the scripts.Say Later in the week, during Reading In Motion Time, you will get a chance to read these again.

Say Now, we will read the script in parts. Instead of all of us reading every line, I will assign you a character part to read.Do Make eye contact with the first two students at the table.Say I would like the two of you to read the part of the lamb.Do Make eye contact with the remaining two students at the table.Say I would like the two of you to read the part of coyote.Do Hold up your script and point to the character icons.Say Look at the character pictures as we read. They will let you know when you should read aloud and when you should follow along silently.Do Echo read the script again, modeling lines, and then cueing the students to read their character’s lines aloud. Encourage them to use their fingers to follow along in the text whether they are reading aloud or silently. Give the students feedback and assistance as they read and track the text. Notice which students are able to successfully echo read character parts and which students are not. Use your observations to decide how much support to provide to students and also to decide whether or not to continue with new activities or to spend additional time on this step.

Echo Read by Character Parts


Whole Group Instruction “Reading In Motion Time” 40 minutes

14WEEK

Oral Reading FluencyIntroduce Partner Reading

Fluency Warm-ups Work Areas

Week 14 Card Monitor for Success

Activity Materials Time

Sound to Symbol Echo CD Track 13 2 min.with Music Letter Cards: a, i, o, u

Sight Word Echo CD Track 13; Pairs of Sight Word 4 min. Cards: add some, come

“Word Blues” CD Track 8; Card Tray; 6 min. Letter Cards: all cards previously used; Two-Word /a/, /i/, /o/, /u/ Word Cards

Model Partner Reading Lamb and Coyote 4 min. (one copy per student)

Echo Read by Character Parts 5 min.

Partner Read 5 min.

Model Timed Reading Practice 5 min.

Hair Pelitos 1 copy of Hair Pelitos 9 min. (suggested book title)


Whole Group Activities “Reading In Motion Time” Introduce Partner Reading

Sound to Symbol Echo with Music

Do Pick up the a, i, o, and u letter cards from the deck.Say We have a lot to do today. We are going to review some of the things we did before the break. And, I will teach you a new activity. Let’s begin by looking at our letter cards. Repeat after me.Do Play track 13 on the CD. Hold up a letter card, say the sound, and make the corresponding hand movement. Go through the deck of letter cards twice. Say Be sure to say the sounds and make the movements very clearly. The sounds and movements are very different from each other. By saying them clearly and carefully, we are comparing the different sounds. Now, I’m going to give you a chance to compare the letters on your own.Do Hold up the deck of letter cards.Say I’m going to show you the cards at a faster pace. When I flash a card, say the sound and show me the movement, as soon as you know it. Anyone in the class can answer.Do Work through the deck of four letter cards twice. If students are proficient with the sounds and movements, move on to the next activity. If some students need more practice, target those students to look at the cards and answer independently.

Note: Before class begins, seat the students in Partner Reading pairs.

Sight Word Echo

Do Pick up the deck of sight word cards. Hold up the words some and come.Say We have two new sight words today. They look similar, but they are two different words. Can anyone tell me the difference between these two words?Do Take students’ responses. Hold up the some card.Say This word is some. Spell it with me.Do With students, verbally spell the word some. After you spell the word, turn the card down to hide the word. Hold up the come card.Say This word is come. Spell it with me.Do With students, verbally spell the word come.


Whole Group Instruction (continued)

Say Let’s talk about how we use these words.Do Hold up the some card.Say We use the word some when we are talking about an unspecific number of things or people. Some of the students stay after school. Some of the markers are missing.Do Hold up the come card.Say We use the word come when we want someone to go someplace with us. Come to the store with me. Do you want to come over to my house for dinner? Let’s see if you can recognize these words. I’m going to flip between these two cards, and you call out the word as I hold up the card.Do Briefly drill the students on the some and come cards.Say Now, let’s review our other words with our music.Do Play track 13 on the CD. Continue the process of holding up a sight word and asking students to read the word. Go though all of the cards.Say Now, I’m going to give you each a chance to read a word on your own. I’ll hold up the words in rhythm with the music. When it is your turn, I’ll look at you and show you a card. I want you to read the word on the card to me.Do Mix up the order of the cards so the students have to read the word and can’t just memorize the order. Move at a steady pace until each child has had a turn. Correct any incorrect answers by providing the correct word.

“Word Blues”

Say Now we are going to read some nonsense words, and use our blues song to help us. This week, we will compare words with the /a/, /i/, /o/, and /u/ sounds in the middle.Do Pick up the card tray and letter cards. Place the nonsense word zof in the tray. Place the remaining letter cards in the back row of the card tray.Say As I point to the letters, tell me each sound. When I sweep my finger across the word, blend the sounds and say the word. Let’s try some without the music.Do Drill the students in unison, using words from the word list below. After each set of four words, sing the chorus. Note students ability to say the sounds and then blend them into words.

Words zof lof rof tof tif mif nif wif wij wuj vuj yuj yaj naj baj saj



Say Now, I want you to try reading the words a different way.Do Place the nonsense word saj in the card tray.Say This time, instead of starting and stopping our voices between the sounds, we are going keep our voices running. Start your voice with the first sound and keep it going until you have said all three sounds. It will sound like this. /s/.../a/.../j/ Try it with me. (All: /s/.../a/.../j/)Do Change saj to baj.Say Again. (All: /b/.../a/.../j/)Do Change baj to naj.Say Again. (All: /n/.../a/.../j/) Now, I want you to try a few without my help.Do Continue to change one letter at a time to create new nonsense words. Allow students to read the words with continuous voices. Continue until the class has read five or six words.Say Now, let’s see if you can read a couple of words in a row.Do Pick up the stack of two-word nonsense word cards. Hold up the bup dup card. Say Keep your voices running and try these two with me. (All: /b/.../u/.../p/, /d/.../u/.../p/)Do Check the students’ responses, and repeat the two words if necessary.Say Let’s read some more like this.Do Continue to work through the two-word cards, allowing the students to read each set of words in unison.Say Now, let’s read two words at a time with the music. Listen to me read a few, so you can learn the timing. Then, I want you to sing along with me.Do Play track 8 on the CD. In time with the music, hold up a card and model reading two words at a time. (Or play track 7 as a model.) Example bup dup (rest) fup gup (rest) guz huz (rest) juz luz (rest) After reading four cards, repeat the chorus: I’ve got the blues Hear what I say I’m gonna read my nonsense words today



Do Challenge the students to read the two words in time with the music. Assist the students by sweeping your finger across the words in time with the music.

Say In our script workshops this week we started reading the story Lamb and Coyote. Listen closely, as I review the story.Do Read the story section of Lamb and Coyote to the students. (Step 6)Say I want to use this story to start a new activity called Partner Reading. Can anyone tell me what the word partner means?Do Take students’ responses.Say A partner is someone that you do something with. In Partner Reading, what will you do with your partner?Do Take students’ responses.Say In partner reading, you will read with your partner. Let me show you what Partner Reading will look like.Do Place two chairs next to each other at the front of the class, and sit in one of the chairs. Select a student to help you model Partner Reading. The student you choose should be able to follow directions well and should be one of the strong readers in the class. Have the student you select sit next to you in a chair.Say You will sit next to your partner, and I will give you each a script. This week, our script is the same one that we used in script workshop.Do Give the student one copy of the script, and hold another copy up for the class to see.Say I will tell you which role you should read in the script. Then, your job is to take turns reading your lines with your partner. You can keep track of whose turn it is by looking at the character pictures.Do Hold up your script and point to the first character icon.Say When your partner is reading, you should be using your finger to follow along with the words so that you will be ready to read your part when it is your turn. Listen to me read with my partner.Do Assign your student partner the role of Lamb and cue him or her to begin reading. Take turns reading a few lines each to model effective Partner Reading. Direct your partner to stop.Say Did you notice how we took turns reading and how we used our fingers to follow along so we didn’t lose our places?Do Compliment the student for a job well done, thank her for helping you, and ask her to go back to her seat.Say Now, I want to talk about what partners should do if one of you gets stuck on a word.

Introduce Partner Reading



You can help each other out by sounding out the word together or by telling your partner the word. Just remember to give your partner a chance to try to read it on her own first, before you jump in. Or, you can skip the word and continue reading. The one thing you shouldn’t do is just sit there and stop reading. I will know that you are doing a good job if I see you taking turns reading your lines and helping each other out. When you show me that you can do a good job practicing your reading with a partner, we will be able to do a lot of fun things with our scripts. Since this is a new activity for us, let’s practice today. Here are your scripts.Do Pass out the scripts.

Echo Read by Character Parts

Say If you are the partner sitting closest to the door, I want you to read the part of Lamb. If you are the partner sitting farthest away from the door, I want you to read the part of Coyote. Let’s check to make sure that everyone knows which part to read. Let me see the Lambs raise their hands.Do Check students’ responses, and assist them as necessary.Say Now, let me see the Coyotes raise their hands. Do Check students’ responses, and assist them as necessary.Say I’ll read the lines first, then I want you to echo read your part.Do Read the script, allowing students to echo read their lines.

Partner Reading

Say Now, it’s time for you to read with your partner. When I say begin, I want you to see if you can read the through your script. Remember to take turns reading your parts. When I say cut, I want you to freeze and listen to my next directions.Do Allow students to read the first page of the script with their partners. Circulate around the room to coach and assist students as necessary. Allow students to read with their partners for a short period of time (1-2 minutes), then cue them to stop.Say And...cut.Do Compliment good behaviors that you observed to reinforce the expectations you have for Partner Reading. If there were problems with some partners, coach the students in the areas where you would like to see improvement.


Model Timed Reading

Say Please turn your script over to Step 6.Do Hold up your script to show the students the story section.Say I want to talk a little bit about this part of your booklet. The words on these pages are written like they would in a book. The sentences are grouped together in paragraphs. When you first look at the story written this way, it might look longer and harder. However, you should know that you have already practiced reading many of these words just by reading your script. Look at the first sentence, and see if you recognize any of those words.Do Allow the students to look at the first sentence of the story and call out a few words that they recognize.Say During partner reading, you will practice reading the story written as a script and also written in paragraphs, like it is here. And, we are going to track how you improve with practice. Good reading should sound like speaking at a comfortable pace. (Speak in a slow, choppy voice.) If it is slow and choppy, it won’t make any sense.Do Pause to see how students react when you speak in a slow, choppy voice.Say (Speak in a normal voice) I’m going to show you how to practice reading with enough speed so that your reading will sound natural, like when you speak. I will assign you a section of text to read, like this first paragraph here.Do Point to the first paragraph in the story section of Lamb and Coyote. Say Then, I will have you read for a short time and mark where you stop reading. Next, you read the same words over again and try to do an even better job in the same amount of time. If you work to make your reading sound natural, like you are talking, you will get a little further each time you practice.Do Point to the classroom clock or hold up your timer.Say Watch and listen to how I practice and time my reading. Today, I’m going to see how far I can read in 15 seconds. Follow along as I read.Do Start your timer, and begin reading aloud. Read for 15 seconds, then say “cut” as you stop reading. Hold up your story, and point to the last word you read.Say Look at your story, and mark the last word I read with your fingers. Now, I’m going to take another turn. Do you think I can read a little more this time, since it is my second try?Do Take the students’ responses.Say Now that I am familiar with the words, I should be able to read a little farther. I’m going to try to read my words at a natural pace, like when I am speaking. Let’s see how well I do. Follow along as I read, then mark the last word I read.


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Do Start your timer, and begin reading the story aloud again. Read at a slightly quicker but still accurate pace, so that you read two to three more words in the 15 seconds. At the end of the 15 seconds, say “cut”, and point to the last word you read. Hold up your story, and point to the last word you read.Say Did you see and hear how I read a little further the second time? In reading, practice makes all the difference. Next week, I’m going to give you a chance to practice and time your readings.

Book: Hairs Pelitos

Say We have a new book to read today.Do Hold up the book.Say Before we start, I want to talk about a word you will hear in the book. The word is obeys. Say it with me. (All: obeys) Does anybody know what the word obeys means?Do Briefly take students’ responses.Say When you obey, it means you do what you are told. Now, let’s read the book and see how the word obeys comes up in this story.Do Read the book to the students for their enjoyment.



❍Script Workshop

When the teacher directs the students to read their parts independently, the students are able to read their parts with moderate accuracy. The students also accept coaching and feedback and use it to improve the accuracy of their reading.

What to look for:

Small Group❍Read a Book and Read a Script

Identify where the students are on the ORF spectrum of development. Use the method that will elicit the best results for the students. Prioritize time between the phonics reader and script based on the students’ needs. If a student is not ready for the script, read it to them, and use this time as an opportunity for modeling reading.

Tutor or Aide❍Read a Book

Provide opportunities to read and reread the phonics text and the script, using the method that elicits the best results for the students.

Parent or Guardian❍Send a copy of the script home with the child.

Ask the parent or guardian to assist the child with daily practice on the script.

Things to try if they can’t:

First Grade Fluency Warm-Up Directions

Week 10-20

Word Read - Nonsense WordsDo Have the four nonsense words for the day written on the board.

Say Now we are going to look at four nonsense words. Since they are make-believe, they don’t mean anything. But we can use them to practice our sounds and to blend sounds to say a word. Canyoufigureoutthesenonsensewordswithme?

Do Point to the first nonsense word. Point to each letter of the first word, saying the correct sound for the letters. (e.g. /s/ /i/ /b/)

Say Now,whenIslidemyfingeracrossthetop,Iwantyoutoblendthesoundstogether. (e.g. sib) Let’s continue with the next word.

Do Continue to read the words by first saying the sounds and then blending the sounds to say the word. Make sure the individual sounds are accurate before attempting to blend them. After the whole class has practiced the list one or two times in unison, call on individual students. Allow students to call out the sounds and blend them to say the word on their own. Assist as needed. Correct any mistakes by modeling the correct sound and allowing the student to try again.

Word Read - Real WordsDo Erase the four nonsense words and write the four real words on the board.

Say Now we are going to read some more words. These are not nonsense words. They are real words. Canyoufigureouttheserealwordswithme?

Do Point to the first word. Point to each letter of the first word, saying the correct sound for the letters. (e.g. /m/ /a/ /t/) Slide your finger across the word to signal blending. Check students’ response and assist as necessary.

Say Let’s continue with the next word.

Do Continue to read the words by first saying the sounds and then blending the sounds to say the word.

Make sure the individual sounds are accurate before attempting to blend them.

After the whole class has practiced the list one or two times in unison, call on individual students.

Allow students to call out the sounds and blend a word on their own.

Assist as needed.

Correct any mistakes by modeling the correct sound and allowing the students to try again.

Motions Of The Mouth Follow Monday - Friday directions on weekly Fluency Warm-up pages.

First Grade Fluency Warm-UpsWeek 14

Motions of The Mouth - This Little Pig

MondayNonsense Words waj lim pob suv Real Words rap sip hot rub

Motions of The Mouth• Model words and movement• Teach and work words, line by line

TuesdayNonsense Words zag tiv jov tum Real Words tap mix mop gut

Motions of The Mouth• Model words and movement• Work words, line by line• Have each student say one line solo

WednesdayNonsense Words baf riz sot muv Real Words cat fit job lug

Motions of The Mouth• Pass out text and show students how the words look in written form•Readthetextasstudentsreadsilentlyandtrackwiththeirfingers• Have students echo read, line by line

ThursdayNonsense Words zat dif sog mup Real Words map pit rot fun

Motions of The Mouth• At a pace quicker than Wednesday, have students echo read, line by line• Give individual students chances to read lines

FridayNonsense Words hab nif dob cug Real Words yam zip cot cup

Motions of The Mouth• Have students echo read, line by line• Have individual students each read a line• Give students chances to read multiple lines

This little pig went to market,This little pig stayed at home,This little pig had roast beef,This little pig had none,And this little pig cried, Wee-wee-weeI can’t find my way home.



Week 14

List 1 1. lid 2. bug 3. sag 4. pop 5. fix 6. cup 7. sap 8. rot 9. pit 10. run * your

List 2 1. fib 2. hug 3. tax 4. cop 5. mix 6. fun 7. fan 8. cot 9. tip 10. cub * you

Documents

Add Monthly Script Workshop - Amazon S3 · 2018-08-02 · Fluency Warm-ups Work Areas Goal Week 14 Card Monitor for Success 10-20 words per minute Oral Reading Fluency Add Monthly