Part 4 - Reading
Standards
Standard 1: Foundational Knowledge
1.3 Demonstrate knowledge of language development and reading
acquisition and the variations related to cultural and linguistic
diversity.
1.4 Demonstrate knowledge of the major components of reading
(phonemic awareness, word identification and phonics,
vocabulary and background knowledge, fluency, comprehension
strategies, and motivation) and how they are integrated in fluent
reading.
Standard 2: Instructional Strategies and Curriculum Materials
2.1 Use instructional grouping options (individual, small-group,
whole-class, and computer based) as appropriate for
accomplishing given purposes.
2.2 Use a wide range of instructional practices, approaches, and
methods, including technology-based practices for learners at
differing stages of development and from differing cultural and
linguistic backgrounds.
2.3 Use a wide range of curriculum materials in effective reading
instruction for learners at different stages of reading and writing
development and from different cultural and linguistic
backgrounds.
Standard 3: Assessment, Diagnosis, and Evaluation
3.1 Use a wide range of assessment tools and practices that range
from individual and group standardized tests to individual and
group informal classroom assessment strategies, including
technology-based assessment tools.
3.3 Use assessment information to plan, evaluate, and revise
effective instruction that meets the needs of all students,
including those at different developmental stages and those
from different cultural and linguistic backgrounds.
Standard 4: Creating a Literate Environment
4.2 Use a large supply of books, technology-based information, and
non-print materials representing multiple levels, broad interests,
and cultural and linguistic backgrounds.
4.3 Model reading and writing enthusiastically as valued lifelong
activities.
4.4 Motivate learners to be lifelong readers.
Standard 4: Professional Development
5.1 Display positive dispositions related to reading and the teaching
of reading.
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91
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82-84, 92-112
82-84, 92-112
110-112
110-112
92-110
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Part 4 - Reading
Title: Reading Poems
Grade: 3rd
Lesson Objective: Students will make suggestions for reading poems more expressively.
IRA/NCTE Standard #1: Students read a wide range of print and nonprint texts to build
an understanding of texts, of themselves, and of the cultures of the United States and the
world; to acquire new information; to respond to the needs and demands of society and
the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction,
classic and contemporary works.
Introduce the Topic - Select a poem. Make the poem visible for all students (e.g., put it
on an overhead transparency). Read the poem aloud to students in a monotone voice. Ask
students for opinions about the reading of the poem.
Share Examples - Ask students for suggestions for improving the reading of the poem.
(i.e., read more expressively, vary reading speed). Ask students which words or phrases
need to be read more expressively, and mark changes on the overhead copy of the poem.
Read the poem again, and ask students if the reading is better. Take additional
suggestions for improvement, and read the poem once more incorporating additional
changes.
Provide Information - Praise students for their suggestion, and discuss how those
changes improved the reading. Ask students what kind of changes can be made to make
the reading more interesting (e.g., vary volume loud/soft, vary speed fast/slow, change
voice for some words).
Supervise Practice - Divide students into small groups and pass out transparencies of
other poems. Students in each group decide how to read the poem and mark parts to be
read in special ways. Circulate the room as students work, providing assistance as
needed. When they are ready, students display their poems on the overhead projector and
read them aloud with expression.
Assess Learning - Have students write about what they have learned, mentioning how to
read “the fun way” so the enjoyment of poetry can be shared with others.