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Learning to Read from Left to Right
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Students will be able to follow words from left to right, top to bottom, and page by page when reading text.
- Gather students together for a read aloud.
- Tell students that today you will be reviewing how to read a book, by following special reading rules. Remind students that a rule is something that tells you what kind of behaviors or actions are allowed or expected.
- Ask students to think about some rules that you have in the classroom (e.g., only writing or drawing on paper, quiet voices, sharing) and explain that just like in the classroom, we follow special rules to help us read books the right way, so that we can understand the story.
- Pair students up with a partner of similar language ability (or same home language) to share ideas of familar rules. Intermediate:
- Provide students with a sentence stem to support them in describing a familiar rule.
Explicit Instruction/Teacher modeling(10 minutes)
- Display the read aloud text and model thinking aloud (in a humorous way) how to determine which part of the book is the cover, "Hmm..I wonder if I should start here, at the back? No...that doesn't seem right, what about upside down?" Encourage students to shout out or share what you should be doing.
- Explain that you should always start reading the words from the top of the page and then from left to right.
- As you read the story, model reading top to bottom, left to right, and page by page by pointing to the words with your finger or a pointer as you read.
- Review the terms: left, right, top, bottom with the class before the think aloud. Intermediate:
- Provide students with their own copy of the book to follow along as you read.
Guided Practice(5 minutes)
- Pair students together and pass out one of the texts gathered for this lesson to each pair.
- Tell each pair to work together to identify the front/back of their book, and to follow the words on each page from top to bottom and left to right (they can practice reading the story together if able/time allows, otherwise they can just point to the words without reading them).
- Support students as needed.
- Display visual aides on the board for students to refer to during the partner practice of the words: front, back, cover, top, bottom. Intermediate:
- Pre-select books for students to use during the practice.
Independent working time(15 minutes)
- Explain that now students will get to practice reading a text on their own while practicing reading from top to bottom, left to right, and page by page.
- Display the My Reading Checklist worksheet and go over each section with the class.
- Pass out one of the texts gathered for this lesson to each student, along with their own copy of the My Reading Checklist worksheet.
- Pair students up with a partner to complete the reading activity. Intermediate:
- Select books of an appropriate level for students to utilize.
- Model using the reading checklist in a small group format.
- Work with students to review the concepts using a choral reading activity.
- For advanced students or those ready for a greater challenge, provide them with an additional book to read and use the checklist.
- Encourage students to note their favorite part of the book and mark with a sticky note. They can then share their favorite parts with a partner.
- Work with a smaller group of students to read a familiar book as a group, while using the checklist.
- Provide each student with their own copy of the book to use during the read aloud.
- Go over any unknown or confusing words on the checklist in a small group setting.
- Have students work in pairs to practice using the checklist.
- As students are working independently, use the Class Literacy Concepts Checklist worksheet to note if students are able to identify the front/back cover, read from left to right, and page by page.
- Collect student checklists and check that student self-assessments match teacher informal assessments, take note of any students who need additional instruction or reteaching of the concepts.
- Take note if students are using the checklist correctly and any areas of confusion. Intermediate:
- Ask students to demonstrate their understanding by explaining the different parts of the checklist.
Review and closing(5 minutes)
- Invite students back for an end of lesson review.
- Ask students to reflect on the lesson and turn and talk to a partner by finishing the sentence frame, "I used to think ____ about reading a book, and now I think____ about reading a book."
- Encourage several student pairs to share their thinking with the group.
- Provide a list of ideas about books and reading for students to utilize when reflecting on the lesson. Intermediate:
- Display a sentence frame on the board for students to refer to as needed.