Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7

Longman Cornerstone Level B, Unit 3 DAILY ORAL READING FLUENCY ACTIVITIES Lesson 1 Speed Drill List vocabulary words and words to know from Unit 2 o...

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Longman Cornerstone

Level B, Unit 3

DAILY ORAL READING FLUENCY ACTIVITIES Lesson 1 Speed Drill List vocabulary words and words to know from Unit 2 on a word wall. Have students read the wall with speed and accuracy. Record the words they have difficulty with, and have students write the words in their personal thesaurus for review.

Lesson 2 Paired Reading Have students work in pairs. Each student reads from exercises 1 and 2 on Student Book page 110 alternating words. When the words have been read through once, have students reverse roles so each student has a chance to read each word. For students having little difficulty, words have them read the additional words on Student Book page 111.

Lesson 3 Echo Reading Read one sentence from one of the stories on Student Book pages 112-113 with appropriate intonation and pacing. Have a student try to imitate your reading model. Continue until the student can imitate an entire story.

Lesson 4 Listen and Read Have students listen to the Audio Program while they silently read the sentences on pages 114-115 in the Student Book. After students have had a chance to read silently, have them read aloud. Encourage students to pay attention to intonation, pace, and accuracy.

Lesson 5 Predictable Language Choose a stanza from My Museum Friend on Student Book pages 116-117. Read the entire stanza aloud to the student. During the second reading, pause at the end of each line allowing the student to fill in the missing word. During subsequent readings, have the student join in reading any parts he or she feels able to read.

Lesson 6 Choral Reading Read a stanza from My Museum Friend on page 117 in the Student Book to a group of students. Have them practice reading the stanza until they can read it in “one voice.”

Lesson 7 Echo Reading Read one caption from A Closer Look at Dinosaurs in the Student Book pages 118-119 with appropriate intonation and pacing. Have a student try to imitate your reading model. Continue until the student can imitate an entire caption. Continue with the rest of the captions if the student is able.

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Longman Cornerstone

Level B, Unit 3

DAILY ORAL READING FLUENCY ACTIVITIES Lesson 8 Read with Expression Use the Audio Program. Have students read the lines from My Museum Friend on page 121 of the Student Book. Have them record themselves reading. Replay the recording as the student follows along so he or she can hear what his or her oral reading sounds like. The student can then record the lines again listening for improvement.

Lesson 9 Reader’s Theater Using pages 116-117 in the Student Book, assign stanzas to the students. Have students practice their parts orally with a partner, so they can receive feedback. When students are prepared to read their parts, have them come to the front of the room with their books and read the poem. Students may pantomime any actions from the poem.

Lesson 10 Model Fluent Reading Choose a book from the classroom library, and read it to the class, modeling fluent reading. Encourage students to listen attentively and to think of questions they might have about the book.

Lesson 11 Tracking Method Write Karume’s song on page 125 in the Student Book on the board. Sing the song aloud tracking the print as you sing. Then, sing the song again, encouraging students to join in singing words or phrases when they are able.

Lesson 12 Listen and Read Have students listen to the Audio Program while they silently read the sentences on pages 126-127 in the Student Book. After students have had a chance to read silently, have them read the sentences to you aloud. Encourage students to pay attention to intonation, pace, and accuracy.

Lesson 13 Reader’s Theater Using pages 128-131 in the Student Book, assign parts to the students. Assign a narrator, turtle, mosquito, mouse, rabbit, monkey, owl, and lion. Have students practice their parts orally with a partner, so they can receive feedback. When students are prepared to read their part, have them come to the front of the room with their books and perform the story. Students may pantomime actions such as running away from danger.

Copyright © by Pearson Education, Inc.

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Longman Cornerstone

Level B, Unit 3

DAILY ORAL READING FLUENCY ACTIVITIES Lesson 14 Reader’s Theater Using pages 132-133 in the Student Book, assign parts to the students. Use different students if possible than were used in Lesson 13. Assign a narrator, turtle, mosquito, mouse, rabbit, monkey, owl, and lion. Have students practice their parts orally with a partner, so they can receive feedback. When students are prepared to read their parts, have them come to the front of the room with their books and perform the story. Students may pantomime actions such as turtle removing leaves from their ears.

Lesson 15 Read with Expression Read page 132 in the Student Book to the students demonstrating reading with expression and changing voices for each character. Have students imitate you by reading the page on their own demonstrating expression and voice changes. If you need to, you can practice reading one line at a time.

Lesson 16 Look Ahead Have students scan one of the reading passages on Student Book page 135. Encourage them to have you or another student read any words they have difficulty with before they read aloud. Have them record themselves reading. Replay the recording as the student follows along so he or she can hear what his or her oral reading sounds like. The student can then record the passage again listening for improvement.

Lesson 17 Tracking Method Write three the last three sentences from page 133 in the Student Book on the board. Read the lines aloud tracking the print as you read. Then reread the lines, encouraging students to join in reading words or phrases when they are able.

Lesson 18 Model Fluent Reading Choose a book from the classroom library, and read it to the class, modeling fluent reading. Encourage students to listen attentively and to think of questions they might have about the book.

Lesson 19 Tracking Method Write the first two paragraphs of Meghan’s tale on page 139 in the Student Book on the board. Read the paragraphs aloud tracking the print as you read. Then, reread the paragraphs encouraging students to join in when they are able. Continue with the rest of Meghan’s tale if the students are able.

Copyright © by Pearson Education, Inc.

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Longman Cornerstone

Level B, Unit 3

DAILY ORAL READING FLUENCY ACTIVITIES Lesson 20 Listen and Read Have students listen to the Audio Program while they silently read the sentences on pages 140-141 in the Student Book. After students have had a chance to read silently, have them read the sentences to you aloud. Encourage students to pay attention to intonation, pace, and accuracy.

Lesson 21 Reader’s Theater Using pages 142-145 in the Student Book, assign parts to the students. Assign Pixie, Lumpkin, Amelia, and Diego. Have students practice their parts orally with a partner, so they can receive feedback. When students are prepared to read their parts, have them come to the front of the room with their books and perform the story. Students may pantomime actions such as sewing or use real props if they are available.

Lesson 22 Reader’s Theater Using pages 146-149 in the Student Book, assign parts to the students. Use different students if possible than were used in Lesson 21. Assign Pixie, Lumpkin, Amelia, and Diego. Have students practice their parts orally with a partner, so they can receive feedback. When students are prepared to read their parts, have them come to the front of the room with their books and perform the story. Students may pantomime actions such as putting on new clothes or use real props if they are available. If there is time, you may want to perform the entire play at one time.

Lesson 23 Neurological Impress Select several lines from The Shoe Makers and the Elves from pages 144-145 in the Student Book. Sit slightly behind the student holding the book in front of him or her so you speak toward his or her dominant ear. Read together as “one voice” with you tracking the print. The passage should be read slightly beyond the student’s normal rate, so attention is paid to whole words and sentences.

Lesson 24 Read for Speed and Accuracy Use the Audio Program. Have students read the passage from The Shoemakers and the Elves on page 151 of the Student Book. Have them record themselves reading. Replay the recording as the student follows along so he or she can hear what his or her oral reading sounds like. Record the number of words each student reads in one minute. The student can then record the passage again listening for improvement.

Copyright © by Pearson Education, Inc.

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Longman Cornerstone

Level B, Unit 3

DAILY ORAL READING FLUENCY ACTIVITIES Lesson 25 Echo Reading Read three lines from The Shoemakers and the Elves on Student Book page 148 with appropriate intonation and pacing. Have a student try to imitate your reading model. You may want to work one line at a time. Continue until the student can imitate all three lines.

Lesson 26 Model Fluent Reading Choose a book from the classroom library, and read it to the class, modeling fluent reading. Encourage students to listen attentively, and to think of questions and clarifications they might want to know about the book.

Lesson 27 Tracking Method Write the first four lines of Trevor’s skit on page 155 in the Student Book on the board. Read the lines aloud tracking the print as you read. Then, reread the lines encouraging students to join in reading words or phrases when they are able. Continue with the rest of the lines if there is time.

Lesson 28 Echo Reading Read one line from John Henry and the Machine in the Student Book pages 156-157 with appropriate intonation and pacing. Have a student try to imitate your reading model. Continue until the student can imitate an entire paragraph. Continue with the rest of the tall tale if the student is able.

Lesson 29 Duet Reading Choose an appropriate reading from Unit 3. Choose a reading that the student will find challenging, but not too challenging. Sit side by side with the student. Read with the student and set the pace, staying one or two syllables ahead. Read fluently and with expression. Track print as you read. As students are able, they can take over tracking and read on their own.

Lesson 30 Oral Reading Fluency Have students read the passage found on LongmanCornerstone.com for Unit 3 with speed and accuracy. Record how many words the students read in one minute. Allow students to reread in order to increase their scores.

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