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Design for Learning

Instructor: Lindsey Harding


Grade Level/Cooperating Teacher: 3rd
Lesson Title: The Grinch Cant Steal My Fluency! Date: 12/4/15
Curriculum Area: ELA
Estimated Time: 1-2 days
Standards Connection:
21.) Read with sufficient accuracy and fluency to support comprehension. [RF.3.4]
a. Read on-level text with purpose and understanding. [RF.3.4a]
Learning Objective(s):
Students will read on level text with proper expression achieving at least a three on the
multidimensional fluency rubric.
Learning Objective(s) stated in kid-friendly language:
Today you will learn how to become better fluent readers by reading with expression!
Evaluation of Learning Objective(s):
The student will read the passage to the teacher. The passage will be differentiated based on their
levels. The teacher will use the modified multidimensional fluency scale to assess their volume
and expression as their read the passage aloud. Students must score at least a three on the rubric
to be considered proficient. Those who score below a three will be considered in the red range
and will need further remediation. Additional fluency support will be given to the student if the
teacher deems necessary.
Engagement:
The teacher will read How the Grinch Stole Christmas by Dr. Seuss. She will ask the students
questions before the reading as well as after. Okay class I am going to call you by table to come
to the carpet. Please come to the carpet quietly and sit next to someone who is going to help you
learn! Table 1 you may come to the carpet. Table 2345. (Evidence Based Strategy)
Teacher allows time for students to get situated. Boys and girls, today we are going to become
better fluent readers, but first I am going to read you a story. I some of you may have heard this
story before, but it is one of my Christmas favorites. This story is called How the Grinch Stole
Christmas and it is written by Dr. Seuss. Can anyone think of another story that Dr. Seuss wrote
that we have read together? (Text to Text) You all remember a lot! Dr. Seuss is one of my
favorite authors. Anyone me too that? Looking at the cover of the book, what does it tell you
about what the story may be about? Turn and talk to your neighbor and tell them one thing that
you notice from the cover that might give you an idea about the story. (MCREL) Remember, we
are just looking at the cover and making observations! If you know what this story is about
pretend like you have never heard it before and are seeing this for the first time. Teacher gives 2
minutes for students to talk to one another allowing them time to make predictions based on
initial observations. (Inferencing Evidence Based Strategy) (TLAC, Wait Time) The teacher
will encourage the students to defend their answers based on what they see. That is interesting,
Student A, what makes you think that? Good, you are looking at both the Grinch and the title to
support your prediction. What is your impression of the Grinch after just looking at the cover?
Teacher waits for students to respond and listens to their explanations. Those are some great

thoughts, boys and girls! I am going to read you the story and we will see if your predictions are
true! Please keep your eyes and ears on me and do not worry about the people sitting next to
you. The teacher will read the book while modeling proper fluency and expression. (Evidence
Based Strategy) After reading the story together, were some of your predictions true? If you are
already familiar with this story, maybe think back to when you first read the book. Was there
anything in this story that was different from what you were expecting? Teacher allows time for
discussion. Did you all notice any similarities or patterns between this book and some other
books written by Dr. Seuss? (Text to Text) (Background/ Prior Knowledge) Think back to some
of his books that you have read. Teacher waits for student response. Those are great
observations boys and girls. One thing that I notice in Dr. Seuss books is that his characters are
very expressive. He always has fun characters, doesnt he? Today we are going to use How the
Grinch Stole Christmas to practice reading with expression.
Learning Design:
I. Teaching:
The teacher will explain the objective to the students again. She will remind them the definition
of fluency and will tell them the focus of the lesson: expression. She will use a two excerpts of
How the Grinch Stole Christmas to model expressive reading and will show how punctuation
impacts the way we read with expression. The students will participate in a choral reading
(Evidence Based Strategy) of the excerpts as a class. The teacher will show the students the
expression and volume rubric that she will be assessing them on and will demonstrate each level
for the students. Okay class, like I said earlier we are going to be become better fluent readers
by practicing expression! (MCREL) We are going to be using How the Grinch Stole Christmas
to practice this, so I like to call this lesson The Grinch may steal Christmas, but the Grinch
cant steal my fluency! What is fluency, friends? Have you all heard of that word before? I want
you to show me how much you know about fluency by using your silent hand signals. (TLAC,
Seat Signals) Remember that a closed fist means you do not know anything about fluency, a flat
hand means that you have heard it before but still arent quite sure what it means, and a thumbs
up against your chest means that you know it and could explain it to the class. This should be
close to your body and not bothering anyone. This is for me to see, so dont worry about the
others around you please. The teacher observes the students responses about their understanding
of fluency. I notice a lot of flat hands, which means that we are familiar with fluency but not
quite confident in what it means. What do you all think that fluency means? Teacher waits for
student responses. What subject do you think fluency is paired with? Student responds,
reading. If you all agree with Student B let me see your me too signal. Thats right, fluency
is involved with reading and that is what we are going to focus on today. Fluency means that you
can read at a proper pace, correctly and with expression. Have you all heard of expression
before? I want to see your silent hand signal rating again for the word expression. It looks like a
lot more people are confident with this word compared to fluency. That is great! Student C, can
you tell me what expression means? Teacher listens to student response. What do you think
expression means, Student D? (TLAC, Cold Call) Those are great, Student C and D. Expression
means to read with meaning and excitement! Expression can be shown in different ways. It can
mean changing the pitch of your voice or changing the volume. Changing the pitch has to do
with how high or low your voice is and the volume has to do with how loud or soft it is.
Expression can also mean putting emphasis on certain words or sentences. Expression is so

important to pay attention to boys and girls because reading with expression helps us understand
the characters and the meaning of the story so much better! What if I sounded like a robot
reading this book? Teacher refers back to How the Grinch Stole Christmas. It would be awful!
Can anyone tell me why it might be awful? Right, because robots cant change their voices. We
wouldnt get the full personality of the Grinch if every time I read his lines I sounded like a
robot. Class, this is just one example of why expression is so important in reading! (MCREL) I
am pretty confident that none of you are robots, so I know that you all are capable of reading
with expression. After today I think that you all can be wonderful expressive readers! We are
going to read some sections of the Grinch together to help us with our expression. I am going to
pull up the pages on the board and we are going to look at them together as a class. I am going
to read it first and then we will all read it together. Lets look at the last part of the book. The
teacher pulls up the excerpt on the computer to project it on the Promethean Board. (Passage
attached) Boys and girls, what do you notice about this passage? Dont look at the picture look
at the passage itself. Im thinking of something that usually falls at the end of a sentence. Can
anyone tell me what that might be? That is right! Punctuation! Weve talked about punctuation
before, havent we, friends? What do we know about punctuation? Thats exactly right.
Punctuation helps us understand what we are reading. Can someone give me an example of how
it does that? What a great example! Student E said that it might help us understand the
character. That is a great point. What else could it help us with? Teacher allows time for student
responses. It helps us understand emotion, thats a great point too. Punctuation does many other
things to help the reader, but right now we are going to move on to look at the punctuation in
this passage. Looking at this passage, what kinds of punctuation do we see here? Exclamation
pointsquestion marksperiodscommasquotations. Lets talk about what some of these
mean and how we use them to help voices read expressively. Teacher makes an anchor chart to
post on the wall for the students to refer to as they learn. (Example attached) (MCREL) Teacher
asks students questions about how these punctuations affect the students voices and reading
expressively. Lets look at an exclamation point first. In what situation might we see an
exclamation point? Teacher waits for student response. When someone is excited, when someone
is shocked, when someone is angry. These are all great examples boys and girls. When do you
use exclamation points in your writing? Those exclamation points are important to use as a
writer because it tells me as the reader something more about what youre saying or feeling
through expression. (Text to Self) So lets look at this chart together. Teacher writes My
Voice at the top. When using an exclamation point, what does your voice do? Does it go up or
down? It goes up! Teacher writes this on the anchor chart. Can someone give me a short sentence
as an example? No Way! Teacher writes this on the anchor chart. Can we read this sentence
together with expression? Good job. Lets move onto the period. When do you all see periods in
a sentence? At the end, thats right! What do you do when you get to a period? Stop! Periods are
very important in helping us read. How crazy would it be to understand a book or a passage if
we didnt have periods? What does your voice do when you get to a period? Does it go up or
does it drop? Say a sentence in your head and think about what it sounds like when you say it. It
drops! Teacher writes this on the anchor chart. Can someone share a short sentence that you said
in your head? I like dogs. Teacher writes this on the anchor chart. Lets read it together with
the proper expression. Good job. Lets move onto the question mark. When do you all use a
question mark? Of course! When youre asking a question. Why do you think question marks are
important? If we didnt have question marks then questions wouldnt really be questions! Lets
think about what our voices do when we read a question mark at the end of a sentence. Can

someone tell me what they think it does? Teacher waits for student response. It goes up and then
pauses. Teacher writes this on the anchor chart. Student F, can you give me a short example in a
sentence? Class, lets say it together, Do you like pizza? Teacher writes this on the anchor
chart. Those are great examples boys and girls. These are going to help us as we read How the
Grinch Stole Christmas with expression today. Teacher posts the anchor chart on the wall for the
students to see and refer to if needed throughout the lesson. (TLAC, Post It) Looking back at this
passage again on the screen do you see how important it is to know how to read punctuation
with proper expression? It helps us read more fluently and it ultimately leads to comprehension,
which is our main goal in teaching you to become better fluent readers! I am going to read this
passage to you all. Please listen because you will be reading it after me. You all are doing such a
great job at listening. Keep it up! (MCREL) Teacher reads the excerpt of the story modeling
proper expression. What is this passage about? Teacher waits for student response. What do you
think the Grinch is feeling in this part of the story? Teacher waits for student response. Do you
think that you would understand this part as well if I read it without emphasizing the punctuation
marks? No! It makes a huge difference and even helps us know what the Grinch is feeling. I want
you all to read it with me this time, emphasizing all the punctuation marks. When I hear you all I
should feel what the Grinch is feeling by your expression! I want to hear it and even see it in
your faces! The class reads the passage together. (Choral Reading) Wow! I heard some really
good expression! (MCREL) I felt like I was almost in the story. That was really good, but I think
you all can do even better! We are going to read it again, because the more you read it, the
better you get. This time I want you all to really focus on what the Grinch says. Everything he
says is in quotation marks, so really get into character this time. The class reads the section
again. Whoa! That was so good boys and girls! I am impressed! Isnt it easier to read with
expression after you have practiced first? (MCREL) Lets read the next page of the book to get
some more practice as a whole group. The teacher switches to the next slide with the new
passage on it. (Attached) I want you to read this part silently in your head. I want you to think
about the Grinchs emotions compared to the last page we just read. You can think back to the
whole story as well. Teacher gives students a minute to read the passage in their heads. How do
you think the Grinch is feeling now? Hes changed and his heart grew! I am going to read this
passage to you first and then we are going to read this together aloud. Teacher reads the passage
to the students modeling proper expression. Now as you all are reading with expression I want
you to say it as if it was your own heart growing. Think about where the Grinch started, how he
hated Christmas and Who-ville. Now look at where he is now. Lets read the passage with
expression and with that in mind! The class reads the passage together. That was great class! I
think its pretty amazing that the Grinchs heart grew three times bigger, dont you? Do you
think his attitude changed? I think so too! A pretty dramatic change if you ask me! Have you ever
really not liked something and then totally changed how you feel about it? I used to not like
guacamole at all and now its one of my favorite foods ever. So if I was telling you about how I
felt about guacamole when I hated it, do you think it would sound different than if I was telling
you how I felt about it when I loved it? Of course! There would be a big difference. We are going
to read it one more time and I want to hear that difference! I want to see it in those cute little
faces too. Make me believe that there is a difference in the Grinch. The class will read the
passage together with the teacher. Oh my, the Grinch really did change! You made me believe it
that time, boys and girls. (MCREL) Lets read it a few more times because that is a good
strategy for practicing fluency and expression. The class will read the passage together again
with the teacher modeling good expression. I am so proud of the way that you all are reading

with expression. Before we move on, I want you to listen to someone really model great
expression. I think you might be familiar with him. Watch it and take notes in your brain about
how you can be expressive when you read! Teacher shows a short clip from the movie How the
Grinch Stole Christmas. The clip is of the last part of the book that matches the section they read
and has great expression for the students to model after. (Link attached) Do you think the Grinch
was expressive enough? Me too. He makes you believe what he says. Before we practice our
expression, lets review one more time. What does it mean to read with expression? Teacher
waits for student response. To read with emotion, excitement and to change the way your voice
sounds! Good job. You all are going to have the opportunity to practice expression in a group.
When you work with your group you are going to be doing a readers theatre. You are going to
use these rubrics that I am passing out to self-assess your expression skills as you practice with
your group. We are going to go over it together so that you know what I am expecting!
(MCREL) The teacher passes out the peer-review rubric to each of the students and displays it on
the screen. (Attached) What are some things that you all notice about this rubric? Teacher
allows time to make observations and give responses. Those are very good. Student G mentioned
that they noticed that each one was numbered. Boys and girls, these numbers will help you see
where you are on this scale. Lets look at the first one. What does it say that a one will sound
like? Lets read description one out loud together. I read in a quiet voice, barely getting the
words out. I sounded more like a robot rather than if I were talking to a friend. If I was reading
a passage, this is what a one would sound like. The teacher reads part of the earlier passage from
the book representing a one. Does that sound like I am reading with expression? No! What did I
sound like? A robot. I just heard all of you read so nicely with expression, so I think you third
graders could do much better than a one! Lets look at description two. Lets read it together. I
read quietly and naturally in some parts of the text but it still does not sound like it would if I
were talking to a friend. This is what a two would sound like. The teacher reads the same part of
the story demonstrating a two on the rubric. I think that you all can do better than that too! Lets
look at number three. My hope is that all of you can be on at least this level! I believe that you
all can. Lets read this description out loud together. I read with good volume and expression
most of the time. There were some points that I read with little expression and it did not sound
like I was talking to a friend. I am going to show you what a three would sound like. The
teacher reads the same part of the story demonstrating a three. Do you think I could still do better
than that? I do too! Lets look at the final one, section four. This is the highest you can get and I
think that you all are capable of getting it! This is a reader who reads with great expression.
Lets read the description together. I read with great volume and expression. I sounded like I
was talking to a friend and it matched the interpretation of the story. This is what I hope you all
will be at one day! Practice is key and you all are doing a great job of it. I am going to show you
what a four sounds like. The teacher will model proper expression by reading the same passage
one last time representing a four on the rubric. Do you all understand all the points on the
rubric? Great! We are now going to help each other improve our expression! What are some
ways that we can encourage and help our friends get better? Do we give kind or hurtful
suggestions? Kind! I think that one of the best ways to help our friends is to model good
expression, what do you think? Be the leader of your group! Please use kind words as you help
each other become better readers. If you are a girl please take your rubric and go back to your
seat and sit quietly. Teacher waits until the girls are back in their seats. If you are a boy please do
the same. The teacher transitions into explaining the readers theatre for practice.

II. Opportunity for Practice:


The teacher will explain to the students how they will grade each other on the readers theatre.
She will pass out the readers theatre packet to the students. The students will practice reading
their assigned parts to themselves before performing it for the class. The group that is not
preforming will assess their peer that has the same speaking part while the other group is going.
They will assess each other and give proper feedback. (MCREL) When they are done giving
feedback the students reflect on the feedback and write about one thing that they felt like they
did well on and one thing that they could work on for next time. Okay class, we are going to do a
readers theatre today! I am going to pass out the scripts to you all. Teacher passes out scripts to
the students. (Attached) I have already assigned each of you a part, but please wait to open the
packet to look at your part until I am done talking. Readers theatres can be really fun, but if we
arent behaving or being respectful of one another or of me then we wont be able to keep doing
it. You all know what I expect, so I hope that you all can follow my directions. I am going to give
you all 5 minutes to silently read over your lines and think about how you are going to say them
expressively. After that I will give your group a few minutes to get ready to perform. Like I said
before, whoever has the same part in the other group will be assessing you while you perform
from the rubric based on your expression as you read your lines. Remember to be positive and
helpful. After both groups perform and you all fill out the rubrics you will pair up with your
partner and give each other feedback. When you all are finished giving feedback to one another
you may turn the rubric into me, grab a slip of paper from my desk, and write down 1) One area
of expression that you feel confident in 2) One area of expression that you could improve on. Try
to think about the feedback from your friend and where you are on the rubric. I will be walking
around the room observing your conversations. The teacher will monitor the students before,
during, and after the readers theatre and help the students understand the rubric if need be. The
instructions of what was said here are attached to the readers theatre for students to see and
remember. After the readers theatre the teacher will transition into assessment.
III. Assessment
The teacher will call students individually to her desk. The students will read an excerpt from
How the Grinch Stole Christmas based off of their reading level for differentiation purposes.
(Passages attached) The student will read the selected passage out loud to the teacher twice. The
teacher will score the student according the teacher-revised version of the Multidimensional
Fluency Scale. (Attached) The teacher will provide instructional feedback to students to help him
or her improve their expression. (MCREL) Students have to score at least a three on the rubric to
be considered proficient. Okay class, as you finish giving feedback to one another and begin
writing I will be calling you to my desk individually to read to me. You are going to read a
passage from How the Grinch Stole Christmas to me. It should be familiar to you, but when it is
your turn you may read the passage silently first. After you become familiar with it, you will read
it two times and I will use the same rubric that you used with your peers to help grade you. This
is going to help me help you improve your expression. What is our goal in this class? To be life
long learners! Thats right. And how to we become that kind of learner? By getting feedback and
always finding ways to improve our practice. This is to help you all do that! Keep writing as I
call students up to my desk. When you are done writing you may grab your book box and find a
spot to read to yourself. This is not a time to talk, friends so please be respectful! Teacher calls
students up to assess them on their expression. This may expand over a few days.

IV. Closure:
The teacher will draw the students attention back to her after she wraps up assessments. She will
revisit fluency and expression and allow the students to discuss the importance of those skills in
reading. She will explain to the students how to play the voice jar expression game. (Attached)
She will model how to play and then will split them into table groups to play. Okay class, I need
all eyes and ears on me. What have we learned about over the past few days? The teacher waits
for student response. Fluency and expression! What do those mean? Teacher calls on Student H
and I to share. (TLAC, Cold Call) Good job. Do you all agree with them boys and girls? Teacher
does the me too signal. I do too! Why are these things so important for us to learn and get
better at? Thats right, because it helps us become better readers and understand what we are
reading! Before we go, we are going to play the voice jar expression game. I have a jar that I
will give to each table. The jar has individual cards in them that have different emotions or
expressions. You will pass the jar around the table and everyone will take one card. When it gets
to be your turn, whatever your emotion is you have to act it out and your table group has to
guess what emotion or expression it is. This means that you all have to be expression experts. I
am going to model an example for you. You all try to guess what expression I am trying to do.
The teacher pulls a card from the jar and models an angry expression. Now that you know how to
play I am going to pass out the jars. Please work with your tables. Remember that there are 5
tables so we need to still keep our inside voices while playing this game. Teacher passes out
voice jars to each table. You all have done so well today and I am proud of the way that you have
been reading with expression. I think that you all earn a brownie point for the class!
Materials and Resources:
How The Grinch Stole Christmas by Dr. Seuss
Except of the story for teaching (attached)
Promethean Board
YouTube clip from How The Grinch Stole Christmas movie
(https://www.youtube.com/watch?v=p8J-YmVs1j0&list=PLBDE7C75872A165D1&index=8)
Anchor chart (example attached)
Readers theatre script (attached)
Differentiated passages selected from book for assessment (attached)
Peer-assessment rubric for readers theatre (attached)
Teacher rubric for assessment (attached)
Voice jar expression game (attached)
Differentiation Strategies (including plans for individual learners):
Green: Students who score a three or above on the rubric will be provided with a more difficult
close passage. They will read the passage and then they will do a tape-recorded reading and
listen to their expression to see where they can continue to improve.
Red: Students who score below a three on the rubric will work with the teacher on a new passage
using the NIM (Neurological Impress Method).
Differentiation for Practice and Assessment: Students that are below, at, and above
reading/fluency level will be given specific parts that cater towards their level. Their assessment
passages will also be varied according to their reading and fluency levels.

Samford University
Design for Learning

Passage ONE in teaching

Passage TWO in teaching

Anchor chart example

Assessment Passages
Low er Level Learners

For, tomorrow, he knew... all the Who girls and boys


Would wake bright and early. They'd rush for their toys!
And then! Oh, the noise!

Oh, the Noise! Noise! Noise! Noise!


That's one thing he hated!

The NOISE! NOISE! NOISE! NOISE!


Then the Whos, young and old, would sit down to a feast.

And they'd feast! And they'd feast! And they'd FEAST! FEAST!
FEAST! FEAST!

They would feast on Who-pudding, and rare Who-roast beast


Which was something the Grinch couldn't stand in the least!
Norm al Level Learners

And THEN they'd do something he liked least of all!

Every Who down in Who-ville, the tall and the small,


Would stand close together, with Christmas bells ringing.

They'd stand hand-in-hand. And the Whos would start singing!


They'd sing! And they'd sing! And they'd SING! SING! SING! SING!

And the more the Grinch thought of this Who-Christmas-Sing,


The more the Grinch thought, "I must stop this whole thing!"
"Why, for fifty-three years I've put up with it now!"
"I MUST stop this Christmas from coming!

...But HOW?"

Then he got an idea!

An awful idea! THE GRINCH GOT A WONDERFUL, AWFUL IDEA!


Higher Level Learners

"I know just what to do!" The Grinch laughed in his throat.
And he made a quick Santy Claus hat and a coat.
And he chuckled, and clucked, "What a great Grinchy trick!"

"With this coat and this hat, I look just like Saint Nick!"
"All I need is a reindeer..." The Grinch looked around.
But, since reindeer are scarce, there was none to be found.
Did that stop the old Grinch...? No! The Grinch simply said,
"If I can't find a reindeer, I'll make one instead!"

So he called his dog, Max. Then he took some red thread


And he tied a big horn on the top of his head.
THEN he loaded some bags and some old empty sacks
On a ramshackle sleigh, and he hitched up old Max.

The Grinch Who Stole Christmas


Dr. Seuss - Readers Theatre

Instructions:
1.

Review your lines to yourself until the teacher tells you to stop
2. Talk with your group for a few minutes before you perform
3. Read with great expression!!!
4. Fill out the rubric for your partner

5. Meet with your partner and give them positive, helpful feedback!
6. Turn in the rubric and get a slip of paper at the teachers desk and
write 1.) One area of expression that you feel confident in and 2.)
One area of expression that you could improve on.

Characters:
Who #1

Who #2

Who #3

(Above grade

(On grade

(On grade

level)

level)

level)

Who #6

Cindy-Lou

(On grade
level)

Who
(Teacher)

Quotation
Grinch
(Below grade
level)

Who #4
(On grade
level)

Grinch
(Above grade
level)

Who #5
(On grade
level)

Script:
All
Who #1

Every Who down in Who-ville liked Christmas


a lot...
But the Grinch, who lived just north of
Who-ville, did NOT!
The Grinch hated Christmas!

Who #2

The whole Christmas season!


Now, please don't ask why.
No one quite knows the reason.

Who #3
Who #4

It could be his head wasn't screwed on just


right.
It could be, perhaps, that his shoes were
too tight.
But I think that the most likely reason of all,

Who #5

may have been that his heart was two sizes


too small.
But, whatever the reason,

Who #6

His heart or his shoes,


He stood there on Christmas Eve, hating
the Whos,
Staring down from his cave with a sour,
Grinchy frown at the warm lighted windows

Who #1

below in their town.


For he knew every Who down in Who-ville
beneath was busy now, hanging a mistletoe
wreath.

Grinch
Quotations

And they're hanging their stockings!


he snarled with a sneer,

Grinch
Grinch
Who #2

Grinch
Who #3

Tomorrow is Christmas! It's practically here!


Then he growled, with his Grinch fingers
nervously drumming,
I MUST find some way to stop Christmas
from coming!
For, tomorrow, he knew...
All the Who girls and boys would wake

Who #4

bright and early.


They'd rush for their toys! And then!

Who #5
Who #6

Oh, the noise! Oh, the Noise! Noise! Noise!


Noise!
That's one thing he hated!

Who #1

The NOISE!

Who #2

NOISE!

Who #3

NOISE!

Who #4

NOISE!

Who #5

Then the Whos, young and old, would sit


down to a feast.

Who #6

And they'd feast!

Who #1

And they'd feast!

Who #2

And they'd FEAST!

Who #3

FEAST!

Who #4

FEAST!

Who #5

FEAST!

Who #6
Who #1
Who #2

They would feast on Who-pudding, and rare


Who-roast beast
Which was something the Grinch couldn't
stand in the least!
And THEN they'd do something he liked least
of all!
Every Who down in Who-ville, the tall and

Who #3

the small, Would stand close together, with


Christmas bells ringing.
They'd stand hand-in-hand.

Who #4

And the Whos would start singing!

Who #5

They'd sing!

Who #6

And they'd sing!

Who #1

And they'd SING!

Who #2

SING!

Who #3

SING!

Who #4

SING!

Who #5
Quotations

And the more the Grinch thought of this


Who-Christmas-Sing,
The more the Grinch thought

Grinch
I must stop this whole thing!
Grinch

Why, for fifty-three years I've put up with


it now! I MUST stop this Christmas from
coming! But HOW?

Who #6
Who #1

Then he got an idea!


An awful idea!

All
Grinch
Quotations

THE GRINCH GOT A WONDERFUL, AWFUL


IDEA!
I know just what to do!
The Grinch laughed in his throat.

Grinch
Who #2
Quotations

And he made a quick Santy Claus hat and a


coat.
And he chuckled, and clucked,

Grinch
What a great Grinchy trick!
Grinch

With this coat and this hat,


I look just like Saint Nick!
All I need is a reindeer...
The Grinch looked around.

Who #3

But, since reindeer are scarce, there was


none to be found.

Who #4
Grinch
Quotations

Did that stop the old Grinch...?


No!
The Grinch simply said

Grinch
Grinch
Who #5

If I can't find a reindeer, I'll make one


instead!
So he called his dog, Max.
Then he took some red thread.

Who #6

And he tied a big horn on the top of his


head.

Who #1

THEN he loaded some bags

Who #2

And some old empty sacks

Who #3

On a ramshackle sleigh

Who #4

And he hitched up old Max.

Quotations

Then the Grinch said

Grinch
Grinch

Giddap!
And the sleigh started down toward the

Who #5

homes where the Whos lay a-snooze in their


town.

Who #6
Who #1
Who #2
Grinch
Quotations

All their windows were dark. Quiet snow


filled the air.
All the Whos were all dreaming sweet
dreams without care
When he came to the first little house on
the square.
This is stop number one
The old Grinchy Claus hissed

Grinch
Who #3
Who #4

And he climbed to the roof, empty bags in


his fist.
Then he slid down the chimney.
A rather tight pinch.

Who #5

But, if Santa could do it

Who #6

then so could the Grinch

Who #1
Who #2

He got stuck only once, for a moment or


two.
Then he stuck his head out of the fireplace
flue where the little Who stockings all hung

in a row.
Grinch
Quotations

These stockings
he grinned

Grinch
Grinch
Who #3
Who #4

are the first things to go!


Then he slithered and slunk,
with a smile most unpleasant,
Around the whole room, and he took every
present!

Who #5

Pop guns!

Who #6

And bicycles!

Who #1

Roller skates!

Who #2

Drums!

Who #3

Checkerboards!

Who #4

Tricycles!

Who #5

Popcorn!

Who #6

And plums!

Who #1
Who #2

And he stuffed them in bags.


Then the Grinch, very nimbly, stuffed all
the bags, one by one, up the chimney!

Who #3

Then he slunk to the icebox.

Who #4

He took the Whos' feast!

Who #5

He took the Who-pudding!

Who #6

He took the roast beast!

Who #1
Who #2

He cleaned out that icebox as quick as a


flash.
Why, that Grinch even took their last can
of Who-hash!

Who #3
Grinch
Quotation

Then he stuffed all the food up the


chimney with glee.
And NOW!
grinned the Grinch

Grinch
Grinch
Who #4
Who #5
Who #6

I will stuff up the tree!


And the Grinch grabbed the tree, and he
started to shove
When he heard a small sound like the coo
of a dove.
He turned around fast, and he saw a small
Who!

Who #1

Little Cindy-Lou Who

Who #2

who was not more than two.


The Grinch had been caught by this tiny

Who #3

Who daughter who'd got out of bed for a


cup of cold water.

Quotations

She stared at the Grinch and said

Grinch
Cindy-Lou
Who

Santy Claus, why?


Why are you taking our Christmas tree?
WHY?
But, you know, that old Grinch was so

Who #4

smart and so slick.


He thought up a lie,

Who #5
Grinch

he thought it up quick!
Why, my sweet little tot

Quotation

the fake Santy Claus lied

Grinch
There's a light on this tree that won't light
on one side.
So I'm taking it home to my workshop, my
dear.
I'll fix it up there. Then I'll bring it back here.
Who #6
Who #1

And his fib fooled the child.


Then he patted her head and he got her a
drink and he sent her to bed.
And when Cindy-Lou Who went to bed with

Who #2

her cup, HE went to the chimney and


stuffed the tree up!

Who #3
Who #4
Who #5

Then the last thing he took was the log for


their fire!
Then he went up the chimney, himself, the
old liar.
On their walls he left nothing but hooks and
some wire.
And the one speck of food that he left in

Who #6

the house was a crumb that was even too


small for a mouse.

Who #1
Who #2

Then He did the same thing to the other


Whos' houses
Leaving crumbs much too small for the
other Whos' mouses!

Who #3

It was quarter past dawn...

Who #4

All the Whos, still a-bed,

Who #5

All the Whos, still a-snooze

Who #6

When he packed up his sled

Who #1

Packed it up with their presents!

Who #2

The wrappings!

Who #3

The tags!

Who #4

And the tinsel!

Who #5

The trimmings!

Who #6

The trappings!

Who #1

Three thousand feet up!

Who #2

Up the side of Mt. Crumpit

Who #3
Grinch
Quotation

He rode with his load to the tiptop to dump


it!
Pooh-Pooh to the Whos!...
he was grinch-ish-ly humming

Grinch
They're finding out now that no Christmas
is coming!
They're just waking up!
Grinch

I know just what they'll do!


Their mouths will hang open a minute or two
then the Whos down in Who-ville will all cry
Boo-Hoo! Thats a noise

Quotation

grinned the Grinch

Grinch
Grinch

That I simply MUST hear!


So he paused.

Who #4

And the Grinch put his hand to his ear.


And he did hear a sound rising over the

snow.
Who #5

It started in low.

Who #6

Then it started to grow...

Who #1

But the sound wasn't sad!

Who #2

Why, this sound sounded merry!

Who #3

It couldn't be so!

Who #4

But it WAS merry!

All

VERY!

Who #5

He stared down at Who-ville!

Who #6

The Grinch popped his eyes!

Who #1

Then he shook!

Who #2

What he saw was a shocking surprise!

Who #3
Who #4
Who #5
Who #6
Who #1
Quotation

Every Who down in Who-ville, the tall and


the small, was singing!
Without any presents at all!
He

HADN'T

stopped Christmas from coming! It

came!
Somehow or other, it came just the same!
And the Grinch, with his grinch-feet ice-cold
in the snow,
Stood puzzling and puzzling

Grinch
How could it be so?
Grinch

It came without

ribbons!
It came without tags!
It came without packages, boxes or bags!

Who #2

And he puzzled three hours, till his puzzler


was sore.

Who #3
Grinch
Quotation

Then the Grinch thought of something he


hadn't before!
Maybe Christmas
he thought

Grinch
doesn't come from a store.
Grinch

Maybe Christmas...perhaps...means a little bit


more!

Who #4
Who #5

And what happened then...?


Well...in Who-ville they say that the Grinch's
small heart grew three sizes that day!
And the minute his heart didn't feel quite so

Who #6

tight, He whizzed with his load through the


bright morning light

Who #1

And he brought back the toys!

Who #2

And the food for the feast!

Who #3

And he...

Who #4

HE HIMSELF...!

Who #5

The Grinch carved the roast beast!

(Adapted to Readers Theatre by Sharon Drummond)

Name _________________________________________________

Fluency Rubric
(Readers Theatre: Peer-Assessment)
Please circle the score that you would give your partner from their
performance of the Readers Theatre.

1 I read in a quiet voice, barely getting the words


out. I sounded more like a robot rather than if I
were talking to a friend.
2 I read quietly and naturally in some parts of the
text but it still does not sound like it would if I
were talking to a friend.
3 I read with good volume and expression most of
the time. There were some points that I read with
little expression and it did not sound like I was
talking to a friend.
4 I read with great volume and expression. I
sounded like I was talking to a friend and it
matched the interpretation of the story.

Name ___________________________________________
Fluency Rubric
FROM THE MULTIDEMSIONAL FLUENCY SCALE

2
Reads in a

Reads in a
quiet voice
as if to

Expression
and
Volume

The reading
sounds natural

get words

in part of the

out. The

text, but the

reading

reader does

does not

not always

sound
natural like
talking to a
friend.

quiet voice.

sound like
they are
talking to a
friend.

3
Reads with
volume and
expression.
However,
sometimes the
reader slips
into
expressionless
reading and
does not sound
like they are
talking to a
friend.

4
Reads with
varied volume
and expression.
The reader
sounds like
they are
talking to a
friend with
their voice
matching the
interpretation
of the passage.

Comments

Scores of 3 or more indicate that the student is making good progress in fluency.
Scores below 3 indicate that the student needs additional instruction in fluency.

Score _________________
Rubric modified from Tim Rasinski Creating Fluent Readers

Voice Jar
Expression Game

Angry

Embarrassed

Happy

Frustrated

Jealous

Disappointed

Sad

Proud

Excited

Worried

Tired

Surprised

Bored

Scared