We Like to Read with Enthusiasm
Rationale: As children develop into independent readers, it is very important for them to read with fluency. A good indicator of reading fluency is a student's ability to tell a story with expression and enthusiasm. In this lesson, students will practice reading with expression so that they will become more creative and eager readers.
1. Shannon, David. Duck on a Bike. Scholastic Inc. 2002. (Have enough for half of the class.)
2. Shannon, David. David Goes to School. Scholastic Inc. 1999. (Have enough for the other half of the students.)
Copies of a partner reading expression evaluation sheet with the
a. Did your partner change their voice to make the story more interesting?
b. What happened in the story?
c. What could your partner do to make their story reading better?
1. Introduce the lesson by explaining to the students that when reading stories, it is important to read them with feeling and enthusiasm. Today, we are all going to practice reading with expression
2. Now, I am going to read one passage in two different ways and I want you to tell me which way you think sounds better. The teacher will read a passage from The Grouchy Ladybug in a very unexciting voice:
"Good Morning," said the friendly ladybug. "Go away!" shouted the grouchy ladybug. "I want those aphids." "We can share them," suggested the friendly ladybug. "No. They're mine, all mine," screamed the grouchy ladybug. "Or do you want to fight me for them?"
Now, I am going to read the passage in a different voice. . The teacher will reread the passage in a very excited and enthusiastic voice. Was the story more interesting when I told it the first or second time? Could you tell a difference in my expressions? Have them explain or give examples of what made it more interesting the second time the passage was read.
3. When you tell a story to someone, the person listening to you gets interested when you change the tone of your voice to imitate the actions that are happening in the story. For example, when something scary is occurring, let your voice get quiet so that the person can feel the anticipation, and when something thrilling is happening let your voice get louder and more exciting to reflect the joy of the passage.
The teacher will distribute the books to the students so that half the
has one book, and the other half has a different book. Give students a
book talk about each of the two books. Duck
On a Bike, Have you ever heard of a duck riding a bike???
A duck finds a bicycle to ride. He is showing off his neat tricks
when some kids come through on their bikes. The kids do not see
duck on his bike. Half of you will read to find out what happens to
Duck!!! The other book is about a student who
always gets in trouble at school! Do you know any kids like
this? The other half of you will read to see if the boy in the
book does any better in school. Now, we are going to read our
silently. I want you to read the text two times. The first
want you to read the text for fun. The second time you read the
want you to think about how you would read the text to someone else in
a way that
would be interesting to him or her.
5. Now, we are going to practice reading with expression. Now I am going to partner you up with someone who had the opposite book that you had. I want each of you to take turns reading your books to each other. When you read, be sure to read with expression to reflect the words in the book, and when you listen to your partner read, I want you to fill out an evaluation sheet of their reading expression..
6. The teacher will ask the students to write in their journals about their partner's story. Their journal entry should include the main characters, the setting, the problem, and the solution. They should also include how they think reading with expression makes a story more interesting.
7. While the students are writing in their journals, the teacher(with a checklist) will have each student come up and read their favorite passage in the book with expression, and assess their reading. The journal entries will be an assessment of the students' comprehension of their partner's reading ability.
Eldredge, J.L. (1995). Teaching Decoding in Holistic Classrooms.
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