Reading Minute

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    Ideas for Sharing - Reading Minute


     

    What kinds of passages should you share?

     

    Passages you find beautiful

    Passages you find interesting

    Passages that exhibit great writing

    Passages that anger you

    Passages that trouble you

    Passages that perplex you

    Passages that raise your curiosity

    Passages you find humorous

    Passages that challenge you to think differently

     

    Where should you find passages?

     

    Books (fiction and nonfiction)

    Poetry

    Newspapers

    Magazines

    Speeches

    Essays

    Internet materials

    Maps

    Graphs

    Charts

    Manuals

    Anywhere else you find something you’d like to share!!




     Reading Minute

     

    • You will be graded on the following:

    1. Fluency

    2. Speaking clearly 

    3. Volume

    4. Voice Inflection

     

    Reading Minute  Rubric:

    4

    3

    2

    1

            

     

              Fluency

    The student knows the piece well and has obviously practiced reading the piece several times. The student reads with fluency.

    The student knows the piece pretty well and has evidently practiced reading once or twice. The reader is relatively fluent.

    The student’s fluency is broken/choppy. The reader appears ill-at-ease.

    The student could not read with fluency.

     

     Speaks    Clearly

    Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

    Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

    Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

    Often mumbles or cannot be understood OR mispronounces more than one word.

     

     

     

               Volume

     

    Volume is loud enough to be heard by all audience members throughout the presentation. Is easily understood by all audience members all the time.

    Volume is usually loud enough to be heard by all audience members. Is easily understood by audience members most of the time.

    Volume too soft or performer mumbles. Audience often has trouble understanding.

     

     

     

     

       Voice Inflection

    Student uses consistent voice inflection to make the reading more believable, more entertaining, and more easily understood.

    Student often uses voice inflection to make the reading more believable, more entertaining, and more easily understood.

    Student tries to use voice inflection to make the reading more believable, more entertaining, and more easily understood.

    Student does not use voice inflection to make the reading more believable, interesting, or clear. Robot-like!