Page 28 - FL Saxon Phonics & Spelling Sampler

P2_TE_Lesson_080 9/9/04 1:33 PM Page 6
LESSON Saxon Phonics and Spelling 2 80
Introduce labels. Explain that labels name things we see in photographs and illustrations.
All children should read at least one level of Fluency Reader 1≠.
When children finish, discuss the topic (bridges).
Fluency Reader: Print Awareness
• Discuss the following print concept (found in the Easy reader) that may be unfamiliar to children. Although not every leveled reader features this concept, all children may benefit from the discussion.
• Draw a bridge on the board and add a label. • Point to the label by the picture.
“This is a label. Labels tell the names of things we see in pictures.”
• Track the print with a finger as you read the label aloud.
“The label identifies this as a bridge. Labels often give important information, such as the name of something or where it is located.”
• Distribute the appropriate level of Fluency Reader 14. Children should always practice fluency with texts that are at their independent reading level.
• Children may read their books independently or in groups. See the Fluency Instruction booklet for suggested whole-class and small- group activities.
Fluency Reader: Understanding the Story
• If desired, discuss the readers as a class using the following questions, which address the theme of all three levels.
“You have all read stories about bridges.”
“Why do we need bridges?” various answers
“Describe a bridge you saw in your book.” various answers “In what ways are bridges the same?” various answers
“In what ways might bridges be different?” various answers
• If time permits, continue the discussion. Possible topics include: Describe a bridge you have seen in real life.
In what ways can we sort the bridges that we have discussed? Which bridges should go into each group?
• Read aloud the comprehension questions at the back of the readers, and have children answer them.
Additional Fluency Activities
• Spend some time listening to each child read part of his/her reader. Use the Informal and/or Combined Fluency Assessment Recording Form to note each child’s progress toward fluency goals.
• Photocopy and distribute Fluency Word List 14. Listen to each child read some or all of the words on his/her paper. If desired, send the paper home with children for additional practice.
Lesson 80
Read aloud the questions at the back of the readers to children.
Listen to each child read.
Distribute Fluency Word List 1≠.
6
28