APPENDIX.
FORI and Wide-Reading Lesson Plans
| Monday | Tuesday | Wednesday | Thursday | Friday | |
|---|---|---|---|---|---|
| FORI lesson plan | Teacher introduces story Teacher reads story to class, class follows along, discusses story Option: Teacher develops graphic organizers Option: Class does activities from basal |
Students echo-read story | Students choral-read story Option: Students begin partner reading |
Students partner-read story | Students do extension activities; These may include writing in response to story, etc. Option: Teacher keeps running records of children’s reading |
| Home reading | Students read 15–30 minutes per day in a book of their choosing | Students take story home and read to parents (or other) | Students read 15–30 minutes per day in a book of their choosing | Students read 15–30 minutes per day in a book of their choosing | Students read 15–30 minutes per day in a book of their choosing |
| Wide-reading instruction lesson plan | Teacher introduces story Teacher reads story to class. class follows along, discusses story Option: Teacher develops graphic organizers Option: Class does activities from basal |
Students echo-read story | Students do extension activities: These may include writing in response to story. etc. Option: Teacher keeps running records of children’s reading |
Option: Student.; echo- or choral-read story (2) Option: Student\ partner-read story Option: Students do prereading or extension activities (writing, etc.) |
Option: Students echo- or choral-read story (3) Option: Students partner-read story Option: Students do prereading or extension activities (writing. etc.) |
| Home reading | Students read 15–30 minutes per day in a book of their choosing | Students take story home and read to parents (or other) | Students read 15–30 minutes per day in a book of their choosing | Students read 15–30 minutes per day in a book of their choosing | Student\ read 15–30 minutes per day in a book of their choosing |
Note. FORI = fluency-oriented reading instruction. Although this is laid out on a weekly lesson plan grid, the plan should not be rigid. It a story is difficult. a teacher may choose to spend more time in preparation tor reading. If a story is long. a teacher may choose to spend more time on echo reading or partner reading. The point is to make this lesson format adaptable for a large number of children. stories. and teachers. Reading at home should also he adjustable. If a child is mastering the story. then he or she should have other options. In addition. it is essential that children work on grade-level material\.