Module 1, Unit 2, Lesson 8

Module 1, Unit 2, Lesson 8 Grade 3

Learning Target • I can identify the skills of a fluent reader.

Think-Pair-Share • Why might practicing reading aloud to others be a way for each of us to build reading power?

What does a fluent reader sound like?

But when Trisha looked at a page, all she saw were wiggling shapes, and when she tried to sound out words, the other kids laughed at her. “Trisha, what are you looking at in that book?” they’d say. “I’m reading!” she’d say back to them. But her teacher would move on to the next person. Always when it was her turn to read, her teacher had to help her with every single word. And while the other kids moved up into the second reader and third reader, she stayed alone in Our Neighborhood. Trisha began to feel “different.” She began to feel dumb.

How did we do? • I like how we ______________________. • I think we would be more fluent if we ________________________.

Partner Practice • Read the text together. • Take turns reading to your partner. I like how you____. I think you would be more fluent if____.

Think-Pair-Share I like how I _____. I would be more fluent as a reader if I _______.

Module 1, Unit 2, Lesson 8

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