C. Attend to end punctuation in phrasing (AL COS)

1. recognize, locate, and use periods, question marks, exclamation marks, quotation marks and commas in shared reading experiences
2. apply knowledge of proper usage of periods, question marks, exclamation marks, quotation marks, and commas to develop phrasing and fluency in guided and independent reading

Developing Expression and Fluency Through Recognition of Punctuation
While it says the grade level of this lesson is for 3-6, it can be modified to use with first grade.

The Rhythm of the Street
Arthur's neighborhood is filled with sounds!  Through choral reading, the joyful reggae beat of Arthur's theme song helps children learn the words and read them with expression.

Improving Fluency Through Group Literary Performance
In this lesson, the repetition, rhythm, and rhyme of Bill Martin, Jr.’s works provide opportunities for students to hear fluent reading modeled then to join in the readings through literary performance. By inviting students to participate in the shared and choral reading, the lesson provides students the chance to focus their fluency and comprehension.
 

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)

E/B: Identify symbols and signs within classroom; D: Identify and speak about symbols and signs within classroom and community environment; E: Describe symbols and signs within classroom and community environment.
E/B: Listen selectively for sight words and main ideas; D: Listen for specific purposes to identify sight words and main ideas; E: Listen for specific purposes to identify sight words, main ideas, and supporting details.
E/B: Identify and express beginning and ending sounds in one-syllable words.
E/B: Distinguish between capital and lowercase letters; D: Recognize and identify capital and lowercase letters; E: Recognize, identify, and produce capital and lowercase letters.
E/B: Follow sequence of words from left to right.
E/B: Identify first sound within a spoken word; D: Identify first and last sounds within a word when spoken; E: Identify first and last sounds within a word when spoken.
E/B: Read some high-frequency words, including own name; D: Sort some high-frequency words by category; E: Sort and classify most high-frequency words by category.
E/B: Relate individual letters or groups of letters to a coordinating sound; D: Blend two to four phonemes into recognizable words.
E/B: Recognize punctuation at the conclusion of statements.
E/B: Use appropriate capitalization with proper names and places.
D: Listen and produce some rhyming patterns in language; E: Listen and produce rhyming patterns in language with little error.
E: Use more complex words and sentences to communicate needs and express ideas in a wider variety of social and academic settings.
E: Blend vowel-consonant sounds orally to make words or syllables.
E: Distinguish between individual sounds and syllables.
E: Count the number of syllables within a word or group of words.

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