EDUC 318
FLUENCY AND VOCABULARY PRESENTATION TEMPLATE
Read Aloud Selection
1. Selected Read Aloud Passage: [Good Job, George!]
2. Selected Audience (lower elementary, upper elementary, middle grades): [lower
elementary]
3. Justification for the selected passage (explain why the passage is appropriate for the
audience): [Good Job, George! is a great story for lower elementary for many different
reasons. First, It contains simple language that this age group uses in their everyday
conversation. Secondly, the story has a simple story-line that makes it easy for the
students to follow along and stay engaged. Thirdly, the book includes a lesson that is
beneficial for students and encourages them to listen and do what they are told so they do
not endure bad consequences. Laslty, the pictures throughout the story are colorful and
vibrant and allow students to match the words with the pictures which helps them gain a
greater understanding of what is happening throughout the story.]
Video and Reflection
Link to video: [https://youtu.be/Mup7EgqOrig]
Did you use appropriate expressions throughout the reading? Yes
Was your level of expression appropriate for the audience? Yes
Did you pause at punctuation while reading? Yes
Were you monotone? No
Did you maintain an appropriate and varied speaking pace? Was it choppy? Was it
rushed? I maintained appropriate speaking pace.
Did you speak loudly and enunciate each word? Yes
Did you make eye contact with the ‘audience’ during the reading? Yes
Do you feel your audience would enjoy your reading? Why or why not? Yes. My exciting
voice tone and engagement with the students would keep them entertained.
Reflection: [From this past module, I have learned so much that has helped me strengthen my
knowledge about reading in class. In this video, I chose to do lower elementary. At this age, it is
essential to read at the correct pace. You can not read too fast, or students will have a hard time
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keeping up, and you can not read too slow, or students will get bored and lose focus. When
reading Good Job, George! I ensured that I was reading consistently, emphasizing words, and
giving students time to look at the pictures and process what was happening throughout the story.
By pausing at the punctuation and reading fluently, my students can hear what fluency sounds
like and how it makes it easier to comprehend what is happening. For this assignment, I chose a
fun book that contained pictures and a simple storyline. Students can learn more when they
understand what is happening. This book is highly engaging, and I did an excellent job of
remembering who my audience is. I would say my students would enjoy my reading, and I hope
they would request me to do it again.]
Vocabulary Strategy
Directions: Complete each requirement below.
1. List your five selected vocabulary words to teach:
a. [mushing]
b. [fuss]
c. [lickity-split]
d. [peek]
e. [suddenly]
2. Why did you select these words to teach?
[Although some of these are common words that most kids know the meaning of them,
some of them can mean different things. I chose these words because they hold a
descriptive value at some part in the story. It is necessary for students to understand these
words to gain a comlete understanding of what is going on.]
3. Which strategy will you use to teach the vocabulary words to the class?
[For this story I would use a graphic organizer.]
4. Why did you select this particular strategy to teach these vocabulary words to the targeted
grade-level audience?
[I chose this particular strategy because it can be demonstrated in many ways. If one method was
not working, I could still use the same strategy but teach differently. To start, I would use a
graphic organizer for these words by creating a visual representation of the words and their
meanings. For example, I could use a semantic map that shows the word in the center and related
words and concepts branching out from it. This can help students see the connection between the
word and other related concepts.
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If this example did not work, I would try something different. I would alter the strategy and use a
Venn diagram. This would allow me to compare and contrast the new word with similar words.
Graphic organizers are also phenomenal for visual learning. Visual learning is what some
students need to make learning new vocabulary more engaging and interactive.]
Directions: Create an anchor chart to display how you would use the vocabulary strategy with
the vocabulary words selected from the read-aloud passage. If needed, you may use more than
one anchor chart to display the strategy with all five vocabulary words. Insert a picture of the
anchor chart/charts below.
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