Grade 3

Reading and Writing in American History

PCS Theme 3: COMMUNITIES OF YESTERDAY

Phrased Text Lesson to Improve Fluency

Lesson Focus:

·  Learning phrasing instead of word-by-word reading, and reading, creating, and presenting a drama.

North Carolina Social Studies Standards:

·  2.03, 3.01

North Carolina English Language Arts Standards:

·  3.01, 4.07

Resources:

·  American Beginnings: You’re Right There! By Alan Kramer

Lesson Description:

·  Make one copy of a page of the above play and divide about 100 words of the text into manageable phrases using slash marks like this: (p. 28)

Thomas Jefferson: Honored delegates./ As you know,/ the purpose of this Declaration of Independence/ is to put our cause before the world/ in language so clear/ that it commands their understanding and agreement./ Mr. Adams./ Do you have something to add?/

John Adams: Thank you,/ Mr. Jefferson./ I just want to remind the delegates/ that this is only the beginning./ We have debated and argued and compromised,/ but there is more to be done.

·  Make copies of the phrase-cued text (with the slash marks) for each student. Pass out the copies and talk about how important it is to read with phrases instead of reading word-by-word. Explain that readers understand better when they read in phrases. Explain that reading word-by-word causes the reader to lose track of the meaning. Say that reading with meaning is like a snow ball rolling down a hill. The pauses are bumps along the hill where the snow ball slows down, but there are no pauses between individual words, and a period is the bottom of the hill where the snow ball stops.

·  Read the text a few times to the students slightly exaggerating the pauses between phrases.

·  Then read the text chorally with students using phrasing; then pair the students up for pair reading using phrasing.

·  The next day, provide students with a copy of the same text without the slash marks and conduct another choral reading and paired reading activity.

·  Divide the class into groups to read, prepare, and present portions of the play to the rest of the class. Emphasize the importance of using phrasing in their oral presentations.

Student-Centered Activity:

·  Students could make colonial period costumes and props for their presentation of the drama.

Writing Activity:

·  Students work in groups to create a skit or drama with characters to relate to the American Revolution, and act out in class. Be sure to mention the importance of phrasing before they begin and praise proper phrasing during the presentations.

Reading and Writing in American History Gr. 3

Pitt County Schools May 2005