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Shared Story Template Lessons 38-48Lesson ______Shared Story _____________________________________________DAY 1: Previewing Teacher: Let’s preview the story by looking at the title and the front cover picture. Remember this will help us understand the story better when we read it.Ask the students to share what they think the story will be about based on the title and front cover.Teacher records location on index card. Teacher reviews the location words using my turn, your turn; students recite the location words.Teachers place location words on a map. Discuss the location in comparison to where you live. Word Presentation Part 1 (box 1 of the inside cover of the Shared Story)Play Reading Reels for the sound of focus Animated Alphabet Segment. The sound of focus is found on the Shared Story back cover. Review sound with students.Play the Sound and the Furry to model the blending process with students.Introduce 2-3 words in Part (box) 1 in the inside cover of the Shared Story.Teacher points to a one to one correspondence, student produce the sounds.Teacher points as students blend the sounds into a word.Students say the word.Teacher reviews the word meaning for the context of the story.Introduce Challenge words. Challenge words are part green (meaning you can sound out part of the word) and part red (meaning you cannot sound out the word). Red and green make brown so it is called a challenge word. These words will have an asterisk (*) in Part 1-2-3 of the boxes in the front inside cover of the shared story.Teacher point to have students sound out part of the challenge (*) word in box 1 and put the other part together to have students read the entire word.Teacher will provide a sentence with the challenge word as it appears in the story.Partners can use the word in a sentenceIntroduce red words (Record the words from second box of the inside cover of the Shared Story.) These are site words from the story. Red means do not sound out. Use a method called Say Spell Say to help students memorize site words.Teachers models the Say-Spell-Say memorization strategy for site words.Teacher and students say the word.Teacher points to each letter as students name the letter.Teacher and students say the word.Students can practice using the sight word in a sentence.Partner and Word Sentence Reading Part 1 (box 1 on inside cover of the Shared Story)Students practice in reading the reading the green and red words with a partner in the front cover of the shared story.Teacher assigns Partners to read the words.Students can record or place small sticky note on words they struggled with when reading for accuracy. Teacher provides a class discussion to review challenging words.Have class reads the words as a whole group together.Guided Partner Reading Part 1 (pages 1-3)Students read the story with the process of Guided Partner Reading. This is a cold read guided page by page. Teachers reviews the Guided Partner Reading Process. Teacher reads the teacher text on page 1. Partner 1 reads the page 1. (Have students place sticky notes on words they do not know when reading.)Partner 2 retells page 1.Partner 1 + 2 re-read the page.Teacher provides feedback on page 1, reviews word errors and word strategies to figure out unknown words. Teacher celebrates.The process repeats for page 2 by rotating readers.Partner Story Questions: Part 1 on the back inside cover of the Shared Story Teacher selects 1-2 questions on the inside back cover of the shared story.Partners explain what the questions mean.Students record individual responses.Teacher reviews written responses for select questions.All Together Now (Part 1)Have students read the pages 1-4 together as a whole group.Conduct a quick word wall review.DAY 2Partner Reading Part 1 of the Shared Story (re-read)Partners practice reading fluency. AccuratelySmoothWith ExpressionWord Presentation Part 2. (box 2 in the inside cover of the Shared Story)Introduce Challenge words. Challenge words are part green (meaning you can sound out part of the word) and part red (meaning you cannot sound out the word). Red and green make brown so it is called a challenge word. These words will have an asterisk (*) in Part 2-2-3 of the boxes in the front inside cover of the shared story.Teacher point to have students sound out part of the challenge (*) word in box 2 and put the other part together to have students read the entire word.Teacher will provide a sentence with the challenge word as it appears in the story.Partners can use the word in a sentenceIntroduce red words (Record the words from second box of the inside cover of the Shared Story.) These are site words from the story. Red means do not sound out. Use a method called Say Spell Say to help students memorize site words.Teachers models the Say-Spell-Say memorization strategy for site words.Teacher and students say the word.Teacher points to each letter as students name the letter.Teacher and students say the word.Students can practice using the sight word in a sentence.Partner and Word Sentence Reading Part 2 (box 1 on inside cover of the Shared Story)Students practice in reading the reading the green and red words with a partner in the front cover of the shared story.Teacher assigns Partners to read the words.Students can record or place small sticky note on words they struggled with when reading for accuracy. Teacher provides a class discussion to review challenging words.Have class reads the words as a whole group together.Guided Partner Reading Part 2 (pages 4-6)Students read the story with the process of Guided Partner Reading. This is a cold read guided page by page. Teachers reviews the Guided Partner Reading Process. Teacher reads the teacher text on page 1. Partner 1 reads the page 1. (Have students place sticky notes on words they do not know when reading.)Partner 2 retells page 1.Partner 1 + 2 re-read the page.Teacher provides feedback on page 1, reviews word errors and word strategies to figure out unknown words. Teacher celebrates.The process repeats for page 2 by rotating readers.Partner Story Questions: Part 2 on the back inside cover of the Shared Story Teacher selects 1-2 questions on the inside back cover of the shared story.Partners explain what the questions mean.Students record individual responses.Teacher reviews written responses for select questions.All Together Now (Part 2)Have students read the pages 3-5 together as a whole group.Conduct a quick word wall review.DAY 3Partner Reading Part 2 of the Shared Story (re-read)Partners practice reading fluency. AccuratelySmoothWith ExpressionWord Presentation Part 3. (box 3 in the inside cover of the Shared Story)Introduce Challenge words. Challenge words are part green (meaning you can sound out part of the word) and part red (meaning you cannot sound out the word). Red and green make brown so it is called a challenge word. These words will have an asterisk (*) in Part 2-2-3 of the boxes in the front inside cover of the shared story.Teacher point to have students sound out part of the challenge (*) word in box 2 and put the other part together to have students read the entire word.Teacher will provide a sentence with the challenge word as it appears in the story.Stretch and read any difficult words in part 3 if needed. Teacher points to a one to one correspondence, student produce the sounds.Teacher points as students blend the sounds into a word.Students say the word.Teacher reviews the word meaning for the context of the story.Review red words (Record the words from second box of the inside cover of the Shared Story.) These are site words from the story. Red means do not sound out. Use a method called Say Spell Say to help students memorize site words.Teachers models the Say-Spell-Say memorization strategy for site words.Teacher and students say the word.Teacher points to each letter as students name the letter.Teacher and students say the word.Partner and Word Sentence Reading Part 3Students practice in reading the reading the green and red words with a partner in the front cover of the shared story.Teacher assigns Partners to read the words and sentences at a peer level. Rotate roles to ensure that both partnerships read the words.Teacher provides coaching and closes the activity with a class discussion. Review success and challenges with the class.Guided Partner Reading Part 3. Students practice in reading at partnership level to develop their fluency skills. (6-8)Teacher reviews the procedure of partner readingPartner 1 readsPartner 2 retellsPartner 1+2 re-read the pageThe process repeats for the entire pagePartner Story Questions Part 3: Inside back cover of the Shared Story.Teacher will have students turn to the inside back cover. Have partnership read the question and discuss answers, pencil down. Provide a class discussion with the answer. The teacher can model how to respond to the question. The rest of the questions can be done with the partnership. Teacher can scaffold as appropriate.All Together Now Part 3. Teacher has student read part 3 aloud. Focus on fluency.Reading Olympics Warm UpTeacher reminds students of the importance of fluency practice.Turn to a page and get ready to read with your partners.Read accurate, smooth, with expression for 1 minute. Place a finger at the end of the last word after the minute is up to then count the words correct per minute. You can place a small pencil dot under words that were challenging.Both partners repeat the practice.Reading CelebrationHave 1-2 students read 1-2 pages in front of the class to celebrate fluency.Teacher hands out reading certificate to students to celebrate fluency progress.DAY 4Partner Story Review Part 3Teachers will ask general questions about the story from yesterday before the students read today. Review beginning, middle and ending parts of the story.Word wall reviewTeachers will provide a word review of challenging words from the story. Just have students read the words.Partner Word Sentence Reading- Words out loud test.Students will read all of the words with accuracy.Teacher will celebrate accuracy.Teacher can listen to the students and even pull some students to test their accuracy.Partner Reading (select range of pages)Students practice in reading at partnership level to develop their fluency skills. Students will read with accuracy, smooth, and with expressionTeacher reviews the procedure of partner readingPartner 1 readsPartner 2 retellsPartner 1+2 re-read the pageThe process repeats through the entire storyFluency Practice-Teacher will have students practice to read 1-2 pages smooth, with expression and accurately. Partner Story QuestionsIf you did not finish all questions on Day 3, it is ok to complete here.All Together NowReading Olympics Teacher reminds students of the importance of fluency practice.Turn to a page and get ready to read with your partners.Read accurate, smooth, with expression for 1 minute. Place a finger at the end of the last word after the minute is up to then count the words correct per minute. You can place a small pencil dot under words that were challenging.Both partners repeat the practice.Students can graph their words correct per minute to determine progress from last recording.Class celebration.Reading CelebrationHave 1-2 students read 1-2 pages as class celebrates their fluency progress.Teacher hands out certificate to students. ................
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