Reading Strategy/Resource File

Literacy II & III

Strategy Name: Reread Text

Reading Domain: Comprehension Accuracy Fluency Vocabulary

(Circle one of the Big Five)

Common Core Standards: RF 2.4

(Include Standard # & Description)

Materials/Books Needed: “A Birthday Basket for Tia” by Pat Mora

Goal/Objective of Lesson: to read smoothly, accurately, and with expression better

Lesson Procedure:
List the steps in the lesson with enough detail that a substitute could carry out the steps. If using a book to model a strategy, be specific on where to stop.

1. Say to the students, "Today we are going to learn to improve our fluency by reread out
text if we listen to ourselves and we sound choppy or if we read to fast to understand our
reading. I am going to read the book “A Birthday Basket for Tia” by Pat Mora, what kinds
of things do you get for your family or friends for their birthday?” Let the students answer
and begin reading the book.
2. When you get to page 8, purposely sound choppy, then ask the students, “did I read that
page smoothly?” Let some of the students answer. Then say, “Now that I’m more familiar
with the text after reading it one time, let me reread it again so I can read it smoother.”
Reread page 8 and read it smooth, then continue to read on.
3. When you get to page 18, purposely sound choppy, then ask the students, “did I read that
page smoothly?” Let some of the students answer. Reread the text over, stop over some
words that are big like flowerpot and teacup. Ask the students, “was the second time I
read that as smooth as it could be or did I have struggle with some words still?” Let the
students answer. Then say, “it doesn’t matter how many times you reread the text, you
keep rereading the text until your reading sounds smooth. Then say, “Now that I’m more
familiar with the text after reading it twice, let me reread it again so I can read it
smoother.” Reread page 18 and read it smooth, then continue to read on.
4. Read page 24 really fast. Ask the students, “what was wrong with how I read that page?
Do you think I understood what I just read?” Let the students answer, then say, “I’m going
to reread this page so I can understand what I’ve read by reading it slower.” Reread the
text at a normal pace.
5. After finishing the book, ask the students, “can you tell the difference when I reread some
of the parts of the book? Do you think that helps us become better readers?” Let students
answer, then say, “when you back and read to a partner, I want you to reread the parts of
your reading that you sounded choppy or read to fast.”