Reading

Strategy Lesson
Teacher: Libby Engle
Grade Level: 1st
Date: November 7, 2019
Format: • Small group
Strategy: • Fluency Instruction: Echo and choral reading
Objective/Purpose/Instructional • Students will be able to participate in echo and
Goals: choral reading
• Students will be able to practice reading in a
smooth, clear and expressive voice
• Students will be able to brainstorm about a topic
before reading about it
• Students will boost their confidence regarding
their reading skills
Texts/Resources/Materials: • Phonics phones
• Playful Puppy – Level B book
• Blue —Level AA book
• My School Bus – Level AA book
• What I Like – Level A book
• Whiteboard, markers
• Coloring utensils
• Coloring pages
• Paper
• Flashcards
• Recording device: iPhone

Assessment(s): • Rasinski Fluency Rubric
• Students ability to participate in echo and choral
reading
• Students ability to write words of things that are
blue
• Students ability to read a passage at their
independent level by themselves
Building off previous lesson: • Teacher asks students if they remember what we
learned about last week: long and short vowels
• Teacher reminds students that we know it’s a long
vowel if we say the name of the letter in the word
• Teacher will bring phonics phones to lesson and
review hearing the different vowels in particular
words by writing each vowel on the white board
(cat, bin, pine, play, hop, cube)
 • Teacher will review practice that student did at
home

Brief Outline (Activities): • Teacher welcomes students and asks how they
are: what have you done at school today?
• Teacher asks students to talk in a variety of voices
[silly, loud, soft, singing, low, high]
• Teacher informs students that when we read, we
need to speak in a certain way too. We need to
speak clearly, smoothly, and with expression.
• Teacher will model reading with expression in case
that is a difficult concept for students to
understand.
• Teacher presents Playful Puppy and tells students
that first, the teacher will read the book. Then, the
teacher will motion for when I want them to
repeat what I just read after me.
• Teacher informs students that this is called echo
reading. Teacher asks students if they know why
repeating after each other may be called echo
reading.
• Teacher will read book all the way through [listen
to reading]
• Teacher will have students repeat every word
• Teacher will have students repeat every 3-4 words
• Teacher will have students repeat each sentence
• Teacher then elects 1 student to read the whole
book into their phonics phone, while the other
listens and follows along. Switch students once
completed. [read to self/read to someone]
• Teacher and students will all read book together.
• Teacher asks students what they noticed after
each time we practiced reading our book: It
became easier!
• Teacher praises students for doing a great job
reading with a clear, smooth, and with expression.
• Brain break: allow for students to use the
bathroom, get a drink, play Simon Says
• Teacher transitions into student’s independent
reading in order to fill out rubric
• Teacher lets students know that we will be
reading a book about things that are blue
 • Teacher asks students to write words of things
that are blue before reading [work on writing]
• After students have finished writing down words,
teacher allows one student at a time to read Blue
out loud into their phonics phone
• While other student is not reading, allow for
student to independently draw [writing]
• Teacher fills out rubric for each student
• Teacher asks students to point out words that
were tricky for them
• Teacher will write words on the whiteboard,
assisting students in learning how to say the
particular word [word work]
• Teacher writes words on flashcards for students to
take home and practice on their own
• Teacher repeats survey for other student
• Teacher tells students that now she wants her
students to hear themselves hear how good of
readers they are by recording them reading and
listening back to the recording
• Teacher allows for student not reading to
independently draw [writing]
• Teacher lets one student at a time read, listening
to their recording when they are done
• Teacher will provide positive feedback to boost
reader’s confidence

Notes: • Teacher can encourage “fluent reading voices” by
modeling so
• While students are trying to read independently, it
is crucial that the other student is not
distracting—provide activity for them such as
coloring.