Leigh Anne Brace

Lesson Design: Growing Independence and Fluency

“What Can We Do Today?”

Rationale: For children to be successful at reading and enjoy it, it is necessary for them to be able to read quickly, smoothly, and expressively. By obtaining these qualities, beginning readers will learn to become fluent readers. This lesson focuses on expression, which will help readers to show emotion as they read.

Materials: chalkboard, chalk, copy of What Can We Do Today? by Daniel Swartz (Carousel Readers) for every child, paper, pencil, fluency checklist for every child

Procedure: 1. When we talk, others can determine how we feel about a situation through our expression. Sometimes we are happy, excited, anxious, surprised, sad, or even angry. Authors who write stories want their characters to show emotion through the expression we use as we read. Here is an example sentence: (write on board - A monster just jumped out of my closet. ­ Read it aloud very monotonous and boring, and then read it with expression to show the feelings of fear and surprise in the character.) Which way sounds more exciting and interesting? The second one, Great!
2. Let’s see if we can make this book sound exciting and interesting. It is called What Can We Do Today? (Read the first two pages and model both monotonous and with expression.) Now, in order to find out what the young boy and his grandfather do, I want you to find a partner and read the story together. Read each page and decide how you can show the emotion of the characters as you read. Remember that if you come to a word that you do not know, cover up all of the word except for the first one or two letters, say their sound, and slowly uncover the rest of the letters, blending them with the beginning letters. When you are done reading, think of one idea that you can share with the class. (Have groups present their idea.)
3. Now I want you to use what we have learned about expression as you read the story two more times. This time I want you to read it by yourself as your partner listens and fills out a fluency checklist. Put a checkmark next to the correct box only if you hear your partner reading in that way.
4. I will assess the students’ reading performance by walking around and observing each group, and evaluating the fluency checklists completed by their partner.

Reference:
http:www.auburn.edu/rdggenie/insights/trohagf.html (“Books Have Feelings Too!”)
http:www.auburn.edu/rdggenie/insights/spurlockgf.html (“Express Your Reading”)

Click here to return to Breakthroughs

Questions? E-mail me for answers.