Reading with Miss Mungenast

Procedures: 

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1. Begin lesson by explain fluency. Say: It is important to be able to read words in stories so that we can understand what the stories say. Learning words helps you read more smoothly and quickly, too! Reading books over and over again helps us to remember words and then read more quickly. Before we can reread books or even begin to read books, we need to remember how to read words that we have trouble with!

2. Next, review cover ups. Say: When we are having trouble reading a word, what do we use? That’s right, cover-ups! Who can tell me how to use a cover-up critter? Let’s look at the word seal. If we didn’t know how to spell the word seal, we could use a cover-up critter to look at each phoneme in the word and use blending to read it. Use the cover-up critter to cover-up the /s/ and /l/. What sound does the /ea/ make? Right, it says /E/! Now, let’s add the /s/ back in. When we blend those together, we get /sea/. Now we look at the last part of the word, /l/, and add that in with the rest of the word. /S/ea/l/, seal. So first we look at the vowel, then the consonants in front of the vowel, then we add the consonants after the vowel. We can use this to help us read unfamiliar words. 

3. After that, explain and model crosschecking. Say: Now that we remember how to use cover-ups, what is another tool that can help us when we find a word we get stuck on? That’s right, crosschecking! We can crosscheck a word in a sentence to make sure that it makes sense there. If it doesn’t, then we can use our cover-up critter to read the word again and try again in the sentence. For example, in the story “What will the Seal Eat?”, it says “The seal feels sad. He needs to eat. But he sees no t…..t…..t-r….tr- /ai/? tr- /i/? traits. But he sees no traits…treats! But he sees no treats.” This is an example of crosschecking. If there is a word that we do no know in the  sentence, we can keep reading the sentence to see if it makes sense there. If it doesn’t, you can use your coverup critter to decode the word!

4. After we go over fluency, cover-up critters, and crosschecking, we will read “To the Sea” together as a class, each student reading a line. Before we turn each page, I will ask the class a story about the text to check for reading comprehension. After that, the students will split up into pairs and take turns reading the story to each other implementing the use of cover-ups and crosschecking if they get stuck on a word. These are two opportunities for repeated readings before the student reads the story with the teacher. Before we read together as a class, I will give a book talk to the students to introduce the story. Book talk: “Today, we are going to hear a story about a little boy named Tim and a new friend that Tim makes. Tim’s new friend’s name is Sam, and Sam is a whale. How did Sam the whale become the little boy Tim’s friend? What will they do together? Let’s read the story to find out!”

5. To assess the students, I will read the story with them each individually as pairs work on their repeated readings. In reading with each student, I will keep a running record of words that they miss and self-correct in the story, to see if the book is at their instructional or frustration level. As they read, I will also time their reading. At the end, I will ask the students questions about the story to check for their reading comprehension. I will also calculate their words per minute. Using the running record and the words per minute, I will assess if the student is ready to move on from that book and start another, or if they need to continue with repeated readings of that book until their words per minute increases. 

6. ​Comprehension Questions:

   1. When did Tim meet Sam? One day after school.

   2. How did Sam get out of the sea? He took a wrong turn because he didn’t know his lefts and rights. 

   3. What did Tim and Sam have in common? They both felt like no one noticed them.

   4. Who did Tim meet? Sam the whale.