Expression Is the Key
Growing Independence and Fluency
Amy Locklier
Rationale: Fluency is rapid, accurate word recognition
that promotes clear and easy expression in reading.
Repeated readings with explicit guidance and
feedback from the teacher is one way to develop fluency.
Students need to learn to read with
expression. They also need to learn that
the way that something is read can change the way that it is
interpreted by the
listener.
Materials: Chalkboard, chalk, copies of "Heart
Stopper" a poem by Brod Bagert, The Dragon: A Play (Short Land
Publications, Inc.), primary paper and pencil, assessment checklist.
Procedures:
1.
Begin with reading "Heart Stopper"
by Brod Bagert with expression. "We
are going to read two readings today.
One is a poem and one is a play. We are going to read them with
the more
expression than we have ever read with before.
I want you to read like you speak. "
2.
"Do you read like this? ( In
monotone voice) I'm standing on the
stage or I-i-i-i'm st-an-ding o-n the st-a-ge,". We
will talk about cross checking. "When
I have problems with a word or even a whole sentence, I go back over
the
sentence and read it again from the beginning.
I say it as if I am speaking.
This gives me a chance to collect myself and the information
that I just
read. This is what I like to call
getting my running start. I would like
for all of you to try getting a running start if you struggle today or
just
need to remember where you are in the story or poem."
3.
"Can someone tell me what a period
means? (Students will hopefully reply that it signals the end of a
sentence and
a need to pause). I am going to
introduce you to another form of punctuation today.
One is called an exclamation point. Does
anyone know what one looks like? Can you
show me? (There most likely will be at
least one child
in the class who can model writing an exclamation point on the board). Will you come show the class how to write
one?" Have the students write one
on their primary paper. "You guys are so smart I bet that we can learn
another
form of punctuation today.(Repeat previous with learning about the
comma.)"
4.
Then, model how the comma and the punctuation
change the way that you read a sentence.
Show how the comma means a slight pause and the exclamation
point
signals added expression. "I am
going to read two sentences using the comma and not using the comma. Tell me which one makes more since. 'I'm standing on the stage the play's about
to start' and now,' I'm standing on the
stage, The play's about to start,'.
Which one sounded better? Let's
talk about reading with expression and how the exclamation signals
added
expression. When I read the next
sentence tell me which one sounds better.
'I was going to be a star.' or 'I was going to be a
4.
"I am going to read this poem to
you. You all have copies so read along
with me. I am going to read it once with expression and using the
punctuation
and then once without (Read the
poem.). Which one did you like better
and which one made more since? We need
to use the punctuation to make it easier for the listener to
understand."
5.
" Now, I am going to pair you all up.
I want you to read your book and make sure that you get a
running start
if you have any problems. Remember what
the commas and exclamation points mean."
Have them read The Dragon: A play.
6.
The teacher should have checklist made up for
the lesson. This checklist should include
the use of cross-checking, recognizing the punctuation, and speaking
with
expression. The teacher should pull each
child up one by one and have them read the short poem by Brod Bagert.
Reference:
http://www.auburn.edu/rdggenie/openings/mcdonaldgt.html
by Melinda McDonald
Sadoski,
M. (2004). Conceptual
foundations of teaching reading.
The
Cowley,
J. (1989). The Dragon: A Play.
Bagert,
B. (2002). Giant Children.
To return to Beginnings.
Any questions
? Email Amy
Locklier.