Excerpted from Appendix B of Speech to Print: Language Essentials for Teachers, by Louisa Cook Moats, Ed.D.

Copyright © 2000 by Paul H. Brookes Publishing Co. All rights reserved. No part of this excerpt may be quoted, reproduced, or reprinted without permission in writing from the publisher.

This lesson follows a sequence called Standard Oral Reading Procedure (SORP) in the Orton-Gillingham approach (Gillingham & Stillman, 1997). The teacher supports students to achieve fluency and accuracy in text reading. Daily practice with both oral and silent reading in text at the students' independent reading level or at the instructional reading level is recommended for developing readers.

"We are going to read some passages aloud from Chapter 8 in Hatchet by Gary Paulsen (1988). First let's go over the words that might be new but that you can probably read. Look at these words." The teacher prints the words on the chalkboard, cards, or chart paper:

"First, divide the words into syllables before trying to pronounce them. In the word gesture, pay attention to the letter that comes after the g. The two last words have suffixes, and a final y has been changed to an i. So, you might want to cover the suffix with a card and read the root word first." The students read the words. If necessary the teacher corrects syllable division and has the students read the individual syllables correctly before they are blended into a word.

"Here are two more words that I am going to divide into syllables and read for you." The teacher writes me/di/um and in/i/tial on the chalkboard, cards, or chart paper.

"Now can you read these words? We will be studying words like medium and initial next week. I want you to skim pages 79–81 first and underline any words you think you might need help with." After the students have browsed the selection, the teacher says, "Are there any words you want me to go over with you? Spell them aloud for me from the book, and I will write them on the board for you to divide into syllables and figure out." The teacher keeps track of these words for later review. As much as possible, the teacher enables students to analyze the words, to read them by making analogies to known words, or to use the sentence context as an aid to figure them out.

"Now we’ll start reading aloud from page 79. Who would like to begin? Remember to read the outlaw (sight) words correctly." The teacher can vary the strategies for oral reading. Exchanging paragraphs, reading simultaneously, or having students raise a hand when they are ready to take over are effective. Students who are afraid to read aloud should never be forced into an embarrassing confrontation and can read aloud for the teacher in private. The teacher keeps a running record of errors on a list and selects some for later instruction in word analysis and phrase reading. New vocabulary can also be placed into sentence anagrams — sentences broken apart and written word by word on cards for rebuilding. Every oral reading lesson should include comprehension activities such as summarizing the main points, predicting what is coming next, interpreting passages that entail both literal and figurative meanings, explaining the use of words in context, and questioning what the author intended.