How do readers match their voice to end punctuation marks?

Joe likes to run. Do you like to run? I do!

For example:

In this lesson you will learn that good readers read

fluently by changing their voice to match the end

punctuation marks.

Let’s ReviewLet’s Review

.!?

Let’s ReviewA Common Mistake

Readers forget to change their voice to match the end punctuation.

Joe likes to run. Do you like to run? I do!

Let’s ReviewCore Lesson End Punctuation Marks

Period . Regular reader’s voice

Exclamation Point ! Excited or angry voice

Question Mark ? Questioning voice

Let’s ReviewCore Lesson

Joe likes to run. Do you

like to run? I do!

How should my voice sound to match this end punctuation

mark?

Let’s ReviewCore Lesson

Stop when you come to an end punctuation mark. 1

2 Think: “How should my voice sound to match this end punctuation mark?”

3 Reread and match your voice to show the end punctuation.

Let’s ReviewCore Lesson

Kim can run fast! Ben can

run fast too. Who can run

faster?

How should my voice sound to match this end punctuation

mark?

Let’s ReviewCore Lesson

Stop when you come to an end punctuation mark. 1

2 Think: “How should my voice sound to match this end punctuation mark?”

3 Reread and match your voice to show the end punctuation mark.

In this lesson you have learned how good readers read fluently

by changing their voice to match the end punctuation

marks.

Let’s ReviewGuided PracticeNow you try:

Jim jumped in the pool. Splash! Kate jumped in the pool. Splash! Who made a bigger splash?

How should my voice sound to match this

end punctuation

mark?

Let’s ReviewExtension Activities

Follow the steps in your own books.Once you’ve practiced with several end punctuation marks, find a family member, teacher, or classmate and show them how you do it.

Let’s ReviewQuick Quiz

Name the ways you need to change your voice to match each end punctuation mark.

Lesson Slides RubricUse this rubric to ensure your

lesson plan is great!

Phonics Lesson Rubric  Criteria for Success Things to avoid

Storyline or Arc of the Lesson

There is a clear arc to the lesson.  One slide leads naturally to the next so that there is a flow and a building of meaning

All the components of the lesson are there but they seem disconnected, as if the author wrote each without thinking about how they fit into the whole. 

Hook Slide The teacher poses a simple concrete question The question is short

The question is overly general and doesn’t include a specific question

The hook is overly-complicated and potentially confusing

Objective Slide

The objective follows the form (you will learn X by doing Y)

Is concise and follows the form provided in the examples

Does not follow the form Is overly vague in describing either the X or the Y Is too long Is written for teachers but not students

Let’s Review

Reminds the student of the overall topc (example: what a prefix is)

Reminds the student of important vocabulary Is as concise as possible

Is either too detailed or not detailed enough in connecting the lesson to other lessons

Makes the lesson overly dependent on the other lessons (student will be confused or feel like they’ve made a mistake, if they watch this lesson alone)

Is too elaborate

Example and Modeling

Provides an example of when the student would encounter this word/topic

Is in “think aloud” format.  The teacher is opening up his/her thought process to the student and modeling the struggle; showing how he/she drafts and revises ideas in his/her mind

Engages the learner by asking questions along the way to build suspense Models the steps articulated below

Fails to explain his/her thinking along the way.  The teacher effortlessly runs through the steps as if it’s all obvious and easy

Does not ask any questions along the way to pull the learner in Does not model the steps below

 Steps

Clearly connects with the objective Includes 2-3 steps that a reader can take to achieve the objective Is student focused (the steps accurately imagine what a student who has 

never done this before will need to do) Is logical and specific (you can visualize the act of doing the step.  There is 

no magic leap that happens between steps)

The connection with the objective is unclear Includes 4+ steps (and therefore should be split into two or more lessons) Involves a  magic leap that assumes a student can make a leap between steps 

that is natural to an adult

Example and Modeling 2

Provides another example of when the student would encounter this word/topic

Is in “think aloud” format.  The teacher is opening up his/her thought process to the student and modeling the struggle; showing how he/she drafts and revises ideas in his/her mind

Engages the learner by asking questions along the way to build suspense Models the steps articulated above

Fails to explain his/her thinking along the way.  The teacher effortlessly runs through the steps as if it’s all obvious and easy

Does not ask any questions along the way to pull the learner in Does not model the steps above

Steps and Objective Review

Reviews the steps and objective in a “see what I did” way Serves as a “let’s pull this all together” moment that helps organize the 

lesson in the learner’s mind

Creates abrupt feeling between the modeling and the reviewing (subtext: “we’re done modeling, let’s quickly bring this lesson to a close.”)

Guided Practice Challenges the student to do steps Is at the same difficulty level modeled in the lesson 

Seem unrelated to the hook question Is at a different difficulty level than that modeled in the lesson

Extension Activity Suggestions

Includes a suggestion for a struggling student who needs more opportunities for practice

Includes suggestion for students who get it and are ready to be challenged further with the strategy

Suggestions should clearly build from the approach in the core lesson

Does not include differentiation Does not thoughtfully connect or flow from the lesson Does not clearly build from the approach in the core lesson Does not give a range of independent practice activities 

  

Aesthetics

The slides use the correct colors (blue, green, red) in the correct sequence 

The slides use the correct fonts The slides use handwriting and the handwriting appears 

as written in the right places The slides only use the headers/titles provided  The slides use the provided visuals or include visuals 

created by the author or LearnZillion The slides use animation, highlighting, and circling to 

scaffold the learning, keeping the eye focused on what the teacher is introducing/explaining

The slides clean and uncluttered.  The visuals and text do not exceed the maximum amount (see tutorial for example of maximum)

The slides use other colors or vary the order of the colors The slides add new headers/titles that aren’t part of the 

template The slides use clip art The slides are cluttered Animation is distracting and feels more like sizzle than part of 

the steak

Graphic and Image TemplatesCopy and Paste items from these slides to

make your presentation look great!

You can copy and paste these items into any slide

Green text box that appears letter by letterGreen text box that fades inBlue text box that appears letter by letterBlue text box that fades inRed text box that appears letter by letterRed text box that fades in

You can copy and paste these items into any slide—make sure you copy both the bubble and

the text! Do I feel strongly about it?

Do I have a lot to say?

Do I feel strongly about

it?

Do I have a lot to say? Do I have a lot to

say?

You can copy and paste these items into any slide. You can resize them as

needed! Use black text when you write in me please! Also, keep my text left-justified rather than centered!

Use black text when you write in me please! Also, keep the text left-justified rather than centered!

All arrows can be recolored by changing the “shape fill.” You can also resize them or rotate

them!

[Write first step here…]1

2 [Write second step here…]

3 [Write third step here…]

You can use these when discussing main ideas or steps in a process…

You can resize any of these boxes and use them to highlight text or ideas.

Let’s Review

Let’s Review

Let’s ReviewA Common Mistake

Let’s ReviewGuided Practice

Let’s ReviewQuick Assessment

Let’s ReviewExtension Activities

Core Lesson