Longman Keystone

Building Bridges - Unit 4

Daily Oral Reading Fluency

Activities
Lesson 1
Tracking Method
Write the first two sentences from page 100 in the Student Book on the board. Read the
sentences aloud tracking the print as you read. Then, have a student reread the sentences,
tracking the print. Continue with the rest of the paragraph. Have students track the second
paragraph if there is time.

Lesson 2
Paired Reading
Have students work in pairs. The first student will read the first caption and the second
student will read the second caption on page 103 in the Student Book. After the students
have had a chance to read, have them switch roles. For students having difficulty with the
reading fluency practice, pair them with stronger readers. If there is time, have students
repeat the activity with the second and third captions.

Lesson 3
Readers Theater
Assign a paragraph from The Clever Daughter-in-Law on pages 104-105 in the Student
Book to each student. Have students practice reading their parts orally with a partner, so
they can receive feedback. When the students are prepared to read, have them stand
holding their books with their backs to the audience. When each student reads, he or she
faces the audience and then turns back around when he or she is finished.

Lesson 4
Listen and Read
Readers Theater
Assign a paragraph from The Clever Daughter-in-Law on pages 104-106 in the Student
Book to each student. Have students practice reading their parts orally with a partner, so
they can receive feedback. When the students are prepared to read, have them stand
holding their books with their backs to the audience. When each student reads, he or she
faces the audience and then turns back around when he or she is finished.

Lesson 5
Dramatic Reading
Read the play on Student Book page 107 aloud as students follow along. Have them ask
questions about any words they dont understand. Have groups of 6-8 students work
together to perform the play. Have each volunteer play a character. More than one
student can volunteer to play the part of the Chorus. Allow student time to practice and
rehearse the play. The have them perform the play for the rest of the class.

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Longman Keystone

Building Bridges - Unit 4

Lesson 6
Listen and Read
Have students listen to the audio while they silently read The Clever Daughter-in-Law on
pages 104-107 in the Student Book. After students have had a chance to read silently,
have them read the pages to you aloud. Encourage students to pay attention to intonation,
pace, and accuracy.

Lesson 7
Neurological Impress
Read the paragraphs about a Chinese Lantern Festival on the top of Student Book
page109 with a student. Sit slightly behind the student holding the book in front of him
or her so you speak toward his or her dominant ear. Read together as one voice with
you tracking the print. The sentences should be read slightly beyond the students
normal rate, so attention is paid to whole words and sentences.

Lesson 8
Tracking Method
Write the paragraph on the top of page 110 in the Student Book on the board. Read the
sentences aloud tracking the print as you read. Then, have a student reread the paragraph,
tracking the print.

Lesson 9
Paired Reading
Have students work in pairs. The first student will read the first caption and the second
student will read the second caption on page 111 in the Student Book. After the students
have had a chance to read, have them switch roles. For students having difficulty with the
reading fluency practice, pair them with stronger readers. If there is time, have students
repeat the activity with the second and third captions.

Lesson 10
Readers Theater
Assign a section from Family Traits on pages 112-113 in the Student Book to each
student. Have students practice reading their parts orally with a partner, so they can
receive feedback. When the students are prepared to read, have them stand holding their
books with their backs to the audience. When each student reads, he or she faces the
audience and then turns back around when he or she is finished. If a section is too long,
assign more than one student to it.

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Longman Keystone

Building Bridges - Unit 4

Lesson 11
Read for Fluency
Have students work with a partner. Have students find a paragraph they find difficult
from Family Traits on Student Book pages 112-115. Have them practice pronouncing
difficult words and phrases. Have students read the paragraph to their partner. Encourage
students to give each other feedback.

Lesson 12
Readers Theater
Assign a section from Family Traits on pages 112-115 in the Student Book to each
student. Have students practice reading their parts orally with a partner, so they can
receive feedback. When the students are prepared to read, have them stand holding their
books with their backs to the audience. When each student reads, he or she faces the
audience and then turns back around when he or she is finished. If a section is too long,
assign more than one student to it.

Lesson 13
Listen and Read
Have students listen to the audio while they silently read Family Traits on pages 112-115
in the Student Book. After students have had a chance to read silently, have them read the
pages to you aloud. Encourage students to pay attention to intonation, pace, and
accuracy.

Lesson 14
Tracking Method
Write the short paragraph about Family Tree on page 117 in the Student Book on the
board. Read the sentences aloud tracking the print as you read. Then, have a student
reread the paragraph, tracking the print.

Lesson 15
Echo Reading
Read one sentence from the top of Student Book page 115 with appropriate intonation
and pacing. Have a student try to imitate your reading model. Continue until the student
can imitate more than one sentence at a time.

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Longman Keystone

Building Bridges - Unit 4

Lesson 16
Neurological Impress
Read the student-writing model on Student Book page 119. Sit slightly behind the
student, holding the book in front of him or her. Speak toward his or her dominant ear.
Read together as one voice with you tracking the print. The paragraph should be read
slightly beyond the students normal rate, so attention is paid to whole words and
sentences.

Lesson 17
Duet Reading
Choose an appropriate reading from Unit 4. Choose a reading that the student will find
challenging, but not too challenging. Sit side by side with the student. Read with the
student and set the pace, staying one or two syllables ahead. Read fluently and with
expression. Track print as you read. As students are able, they can take over tracking the
print and reading the story without prompting.

Lesson 18
Model Fluent Reading
Read the first chapter in a book from the classroom library. Encourage students to listen
attentively, and to think of questions they might have about the book. Encourage students
to read the books that can be found in a library.

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