You conduct a running record with Charlie, a fourth-grade student, and discover that he is reading at an extremely rapid pace and lacks prosody. You decide to conduct a one-on-one mini-lesson with Charlie and three other students. What will you tell them about reading speed? Also, list and describe two activities that you will conduct with the group to promote enhanced use of prosody.
What will be an ideal response?
Answers may vary, but responses should cover the following:Reading rapidly does not equate with "good" reading. Reading should sound as if someone is speaking, particularly when text includes dialogue. It is more important to comprehend the text and express meaning with the use of prosody. Among others, possible activities include readers theater, echo reading, and self-assessment.
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