Figure 2c.
UPPER-ELEMENTARY LESSON 1.3
Before the Lesson: • Choose a grade-level text. • Check the text for multisyllable words and create a list of two or three multisyllable words that students may need support to read. • Check the text for vocabulary words and create flashcards for two or three vocabulary words that students do not know or may need to review. Lesson Materials: list of multisyllable words, vocabulary cards, and grade-level texts Decoding Multisyllable Words (5 minutes) Show list of multisyllable words. Instruct students to use the strategies they have been taught to use to read multisyllable words during whole-class instruction. For example, they might first identify any affixes or graphemes that stand out as “parts they know.” Second, they might identify the vowel graphemes in the word. Next, they might read the first part of the word. Then, they would read the second part (etc.). Last, they put the parts together and “make it sound like a real word.” Repeat until students have read each word one or two times. Vocabulary (5 minutes) Show one vocabulary card. Pronounce the word and prompt students to repeat the word after you. Provide students with a student-friendly definition of the word and an example sentence that uses the word. Ask questions and prompt students to respond in complete sentences using the target word. Repeat until all vocabulary words have been taught. Book Reading (10 minutes) Give each student a copy of the text. Instruct students to read each page chorally or with individual students reading aloud and others following along silently (perhaps sliding a finger under each line to show they are following along). One good way to have students build fluency is to have them take turns reading in pairs, with the teacher listening in to provide support (e.g., a group of four would include two pairs). If students need more support, the teacher can model reading a section of text fluently and students can “echo-read” it after the teacher finishes. Scaffold students' reading and, if there is time, encourage them to reread to build fluency.
ALIGNING PRACTICE WITH RESEARCH TOPIC PAPER 21
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