Page 111 · Journey through text
Students will read a narrative diary entry with appropriate pacing and expression, utilizing phonics to decode two-syllable and three-syllable words. [Application]
Teacher Note: Emphasize how punctuation marks act as road signs for our voice—stopping at periods and raising the pitch for exclamation marks to show excitement or fear.
Have you ever lost sight of your parents for a moment in a crowded place? How did your heart feel?
The teacher stands at the front of the class, looking around frantically with wide eyes, pretending to search for someone behind the desks. Suddenly, the teacher smiles widely and places a hand on their chest in relief.
Good morning, class! Look at the expression on my face just now! How did I feel at first, and how did I feel at the end? Yes, I was scared and then very relieved! Today, we are going to read a diary entry about a child who felt exactly like this in a huge grocery store! Let us dive into the story!
The teacher reads the first two paragraphs aloud. The teacher demonstrates fluent reading by changing the tone of voice to sound distracted by the candy, then suddenly switching to a fast, panicked pace when reading about the missing mother. The teacher pauses at exclamation marks to show high emotion.
Listen to how my voice changes when I see an exclamation mark! My voice goes up because the character is surprised or excited. Now, as I read the next part, I want you to be Word Detectives. When you hear the words 'butterfly', 'fluttery', 'shelves', and 'grown-up', circle them in your textbook!
The teacher uses the Word Staircase on the board to practice blending the syllables for "flut-ter-y" and "but-ter-fly" with the class.
CFU:
It is your turn to make the story come alive! Remember to look at the punctuation marks and use your Word Staircase for big words!
Option 1: Popcorn Reading. The teacher calls on a student to read one sentence, and that student calls "popcorn" and says another student's name to read the next sentence, keeping the pace active.
Option 2: Pair Reading. Students sit shoulder-to-shoulder. One partner reads a paragraph while the other listens and gives a thumbs-up when they hear good expression, then they switch.
Option 3: Individual Reading. Students read the text silently to themselves using a whisper voice, focusing on stopping fully at periods and sounding out the 's' endings clearly.
Differentiation: For support, provide echo reading and finger tracking assistance for Ali and Sana, helping them break down words like "grocery". For a challenge, ask Ahmed and Sara to read the text using the exact voice they think the character Pinky would have, adding dramatic flair.
To check how students felt about reading the text, the teacher uses the Traffic Lights strategy. Students hold up a red card/marker if the reading was too hard, a yellow card if it was okay, and a green card if they found the reading easy and smooth.
Final Assessment Questions:
Ali, Sana, and Ahmed, please read the last paragraph aloud for us so we can hear your wonderful reading voices!
Why is it so important for us to memorize our parents' phone numbers and our home address in our daily lives?
You all did a fantastic job reading with so much emotion today! Keep practicing your reading voices at home! Have a wonderful day!