LESSON ONE: We All Need Speed Limits
Teacher gives the lesson overview. Teacher models grade-level instructional texts with fluency, accuracy, and appropriate expression.
R1D Read grade-level instructional text with fluency, accuracy, and appropriate expression; adjusting reading rate to difficulty and type of text.
L2S In discussions and presentations speak clearly and stay on topic, use appropriate tone of voice, rate of speech, fluency/inflections and eye contact.
LS1 Listen for enjoyment, information, directions, to identify and evaluate tone, mood, and emotions of verbal and non-verbal communications
§ Sources of literature
o Two different texts on the same topic or theme (e.g. poem and short nonfiction text on space travel)
§ Handouts provided
o Exit slip
o Final Project Scoring Guide
§ Words to know
o reading rate
o verbal communication
Students complete an Exit slip.
1. Students pretend they are 16 years old and driving through town:
Where are places that you would need to drive more slowly/
Where are other places you could drive faster?
Why do drivers change their rate of speed?
What are situations that sometimes demand faster or slower driving?
How does this compare to you as a reader? When do you go fast and slow in your reading? How does changing your rate of speed help you?
Think of yourself as a listener to someone reading. How does rate of speed affect your ability to listen and comprehend?
If you have a group of students that do not usually respond in large group discussions provide them with situation cards for a variety of driving and reading situations.
Students may want to tell too many stories. If the discussion gets too detailed guide them back to summary statements that briefly identify the situation, the rate and why it was necessary.
2. Give an overview of the unit identifying the end assessment and discussing the scoring guide. Discuss reading rate with students.
When do you go fast and slow in your reading?
How does changing your rate of speed help?
How does rate of speed affect your ability to listen and comprehend?
3. Model the end assessment for students: reading aloud two different types of text about the same topic or theme (e.g., dogs, soccer) this think aloud is different than most in that it will focus strictly on the need for adjustment in reading rate.
If the students become side tracked by recommending things to read guide them back to identifying the purpose behind their fast and slow reading.
Think aloud suggestions:
4. Students answer the questions on Lesson One Exit slip.