www.getreadingright.com.au © Get Reading Right 2022 17 Structure of Lessons 1. This is your teaching objective. There are also childspeak learning intentions and success criteria to share with the students. 2. This box tells you the resources you need to teach this lesson. It is meant as a quick reference to check you have all the resources you need to begin. 3. Tuning in is the part of the lesson where you review previous lessons and introduce each new lesson. It should be quick! 4. Learn with me is the part of the lesson where you explicitly model to students the learning objective for the lesson. 5. Your turn is the part of the lesson where students practise and apply what has been taught. 6. Back together is the part of the lesson where students demonstrate what they have learned. This is also where you can provide constructive feedback and clear up any misconceptions that students may have. 7. These ideas for extra support are intended only as a guide. What is important is that you provide targeted extra support for students having difficulty. 8. Reading with Expression cards 3 4 5 6 7 8 1 2 What I’m teaching: • To read simple texts with expression. What we’re learning: • We are learning how to read with expression to make reading more interesting. How did we do? • I can use 2 or more different strategies to read with expression. • I can read aloud to entertain an audience. What I Need: Reading with Expression card instructions 1 set of Reading with Expression cards A favourite picture book Getting Ready: Have students seated on the floor close to you. Make sure that each student can see the picture book and the Reading with Expression cards. Tuning in Share the learning intention and success criteria with the group. Review with the group which strategies they should use if they come across a difficult word. Learn with me Begin the lesson by reading a section of the picture book with a dull, monotone expression. This is meant to show the group how boring it is for an audience if you read this way. Then reread the section of text with fluency and expression. Ask the students to tell you how the second reading was different. Which reading did they all like the best? Why? Explain to the group why it is important to read with intonation and expression. Introduce each of the Reading with Expression Cards one at a time. It is vital that you model how to read each of the target sentences. (You will find example sentences on the card instructions.) Your turn Ask a student to choose a Reading with Expression Card, but not to show it to anyone. You should then read a sentence from the picture book. Students should try to guess which card was chosen. Back Together Review the learning intention and success criteria. Ask students to name at least 2 of the Reading with Expression strategies. Tell students that they will be showing you how well they can use these strategies in their guided reading time. Ideas for extra support You may like to use the Reading with Expression cards during guided reading. That way students can practise with text at their independent level.
RkJQdWJsaXNoZXIy MTMxOTk0OQ==