All Info About Reading

 Goals:

• The student will read controlled vocabulary text.
• The student will increase oral reading rate.
• The student will sustain oral reading for one minute.

Materials:

• Controlled vocabulary text slightly below the student’s reading level.
• Extra copies of the text for mark-up
• Pencil
• Reading Rate graph
• Markers
• Stopwatch

Preparation:

• Determine each student’s current reading level.
• Find or develop text passages of 100-200 words to read.
• Take a baseline one minute reading: have the student read aloud for one minute and count the correct words.

Procedure:

• Have the student read aloud from the selected passage for one minute. Mark your copy of the text.  You can also circle omissions, use a carrot to indicate insertions, not substitutions or miscues for later analysis.
• Chart the number of correct words read in one minute.
• Have the student reread the same text while you mark up another copy.
• Chart the number of correct words as before.
• Repeat the entire process one more time.

Evaluation:

• Use the chart to compare your student’s performance to others his or her age:

End Grade 1: 30-60 WPM

End Grade 2: 70-100 WPM

End Grade 3: 80-110 WPM

End Grade 4: 100-140 WPM

End Grade 5: 110-150 WPM

End Grade 6: 120-160 WPM

End Grade 7: 130-170 WPM

End Grade 8: 140-180 WPM

Repeat this lesson with new reading material every few days to chart progress.

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© 2006 Sandra Fleming

 Goals:

• Students will check words for final e.
• Students will pronounce long vowel sounds in words with silent final e.

Materials:

• Magnetic letters
• Metal board
• Word cards showing words with and without final silent e (like rat/rate)
• Dry Erase board, markers, eraser

Preparation:

• Make a list of pairs of words with and without final silent e, such as sit/site, hat/hate, man/mane, and cub/cube.
• Print a list of ten CVC and ten CVCe words in random order for testing.

Procedure:

• Review CVC pattern words, such as man, rid, rip, cut, and hat.  Use CVC words that have related CVCe pattern words.
• Review the concept of short/long vowel sounds.  Be sure all students can give both long and short sounds for all vowels on command.
• Demonstrate how adding the silent final e changes vowel sounds by using the magnetic letters to spell a CVC word, reading it, then adding an e and reading it again.
• Allow each student to manipulate the letters and other students to read the words.  Repeat as needed.
• Repeat step three in reverse: spell the CVCe words with magnets, then remove the e and read the CVC word.
• Use the dry erase board.  Give each student turns to spell a CVC word and add an e to make the CVCe word. 
• Give each student turns to make a CVCe word, remove the e and read the CVC word.

Evaluation:

• Have students read privately from the prepared list.  Assess accuracy on both the CVCe and CVC words.

Interested in worksheets to complement this lesson?  Please Contact Me for free samples.

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© 2007  Sandra Fleming