How To Use These Reading Lesson Plans - Scholastic
How to Use These Reading Lesson Plans1. Choose a picture book from the classroom orschool library.2. Choose one reading response sheet for students tocomplete. Make enough copies so each child hasone.3. Read the book aloud asking the discussionquestions.4. Following the read aloud, choose one of thefollowing options: Students respond to the read-aloud book using thereading response sheet you selected. Students read independently for several minutes,then use the last portion of the reading period tocomplete the reading response sheet using thebook they read.5. If time allows, have students share their responseswith the class or with their turn-and-talk partners.Created by Genia Connell for Scholastic
Reading Lesson PlanTime: 60 minutes/Use the attached book to complete this lesson.Getting Started: Gather the students on the carpet in the front of the room.Read the story aloud to the class, using the discussion questions below. You maychoose to ask the questions to the whole group or ask students to share answerswith their turn-and-talk partners.Before/While Reading: Looking at the cover, what do you think this book will be about? Whatmakes you think that? What genre is this book? How do you know? What’s the setting of this story? What is happening in the story so far? What do you think will happen next? What makes you say that? What problems/challenges are the characters facing?After Reading: What was the author’s purpose? Was he/she trying to persuade, inform orentertain you? How do you know that? What message did the author want the reader to understand? Whatlesson/s is the author trying to teach? What was the problem in the story? What did the characters do to try tosolve the problem? When did you know the problem was going to be solved? What was theturning point? How did the character/s change during the story? What were the most important parts of the story? Did you like the way the story ended? What did you like about it? What are you still wondering about?Follow-up: Pass out the reading response sheets. Students complete the sheet in response to the read-aloud book. Students will read independently for the remaining time, then complete theresponse sheet using the book they read.Created by Genia Connell for Scholastic
Reading ResponseBook Title:Author:Write a 5-6 sentence summary that retells what you read abouttoday. The reader should know who was in the story, where the storytook place, and what happened at the beginning, middle and end.Created by Genia Connell for Scholastic
Reading ResponseBook Title:Author:Write a sentence directly from the book that you were able tovisualize, then draw a picture of what you imagined in the spacebelow. The page number this sentence was on is pageCreated by Genia Connell for Scholastic
Reading ResponseBook Title:Author:Think about one of the characters you read about. What charactertraits did he/she have? Give at least two specific examples from thetext of how the author showed that trait or traits to the reader.Remember, what a characters says and the way they act often giveevidence of their character.Character’s NameTrait One:Evidence:Trait Two:Evidence:Created by Genia Connell for Scholastic
Reading ResponseBook Title:Author:If you could talk to one of the characters in your book, what advicewould you want to give him or her? What questions would you wantto ask this character? Why you want to know that?Advice:Questions with Reasoning:Created by Genia Connell for Scholastic
Reading ResponseBook Title:Author:Pretend you are one of the characters in the book. Write diary entry that retellsthe story from your point of view. Remember to tell what has happened and howyou felt about it.Dear Diary,DateCreated by Genia Connell for Scholastic
Reading ResponseBook Title:Author:Write a three question comprehension quiz for the story. Ask openresponse questions about events, characters, theme or author’spurpose. Begin your questions with the words Why, How, Describe orExplain. After you have written the quiz, answer the questions!Question 1:Answer:Question 2:Answer:Question 3:Answer:Created by Genia Connell for Scholastic
What was the author’s purpose? Was he/she trying to persuade, inform or entertain you? How do you know that? What message did the author want the reader to understand? What lesson/s is the author trying to teach? What was the problem in the story? What did the characters do to
All About the Alphabet Reading Alphabet Fun: A Reading Alphabet Fun: B Reading Alphabet Fun: C Reading Alphabet Fun: D Reading Alphabet Fun: E Reading Alphabet Fun: F Reading Alphabet Fun: G Reading Alphabet Fun: H Reading Alphabet Fun: I Reading Alphabet Fun: J Reading Alphabet Fun: K Reading Alphabet Fu
work/products (Beading, Candles, Carving, Food Products, Soap, Weaving, etc.) ⃝I understand that if my work contains Indigenous visual representation that it is a reflection of the Indigenous culture of my native region. ⃝To the best of my knowledge, my work/products fall within Craft Council standards and expectations with respect to
Recent studies have suggested that reading-while-listening can assist in fostering reading skills. For example, Chang and Millet (2015) evidenced a superior rate of reading, and level of reading comprehension, for audio-assisted reading (reading-while-listening) over silent reading.
The Reading section measures your ability to understand academic passages written in English. You will read one passage and answer questions about it. In the actual TOEFL iBT test, you would have 20 minutes to read the passage and answer the questions. Test takers with disabilities can request a time extension. Reading Practice Set 1File Size: 658KBPage Count: 21Explore furtherSample TOEFL Reading Practice Test (updated 2021)www.mometrix.comTOEFL Reading Practice: 100 Free Questions (PDF included)tstprep.comTOEFL Reading Practice - Free TOEFL Reading Test with .www.bestmytest.comTOEFL reading test 1: free practice exercises from Exam .www.examenglish.comTOEFL reading test 4: free practice exercises from Exam .www.examenglish.comRecommended to you b
is effective for developing the reading rates of Japanese learners at a lower-intermediate reading proficiency level. Keywords: pleasure reading, extensive reading, graded readers, reading rate, reading fluency Second language (L2) reading authorities
reading log toward students' reading achievement; (b) Reading strategy use of experiment class showed the significant value (0.00 lower 0.05). It meant that there was significant effect of reading log toward students' reading strategy use. (c) There is no different effect
F. Reading for Enjoyment 9 G. Versatility in Rnadinq 10 III. Description of the Nongraded, Individualized Reading Program 10 A. Pre-Reading Experiences 10 B. Language Experienr:. 13 C. Expanding Reading Vocabulary 13 D Reading-Thinking Activities 14 E, Developing Indept:ndence in Reading 14 F. Reading for Enjoyment G. Versatility in Reading 16 IV.
the construct of reading comprehension as reading literacy, which was measured by two assessment types: components of reading and global reading literacy. Two assessment systems were developed to assess components of reading in K–12: the Reading Inventory and Scholastic Evaluation (RISE) and the FCRR Research Reading Assessment (FRA).
