Rationale:   When children read it is necessary that they repeatedly read in order to gain confidence and fluency in their reading. Children need to read everyday in order to read with expression. This lesson is designed to help children read with fluency and more expression.

Materials:   Four fun books, five puppets, felt board with felt pieces, character nametags, chairs (should already be in the classroom).

Procedures:
    1. I will introduce four fun books. I will begin this with book talks. Each book I introduce will have its own place in the room (a station). After I have introduced the books I will explain to the children that I am going to put everyone in a group. There will be four stations and each group will be assigned to a station that contains a particular book to work with. The first station will have five puppets to go along with the book. The second station will have character nametags for each character in the book that the children are reading. The third station will have a felt board with different felt pieces to create the story in the book, and the fourth station will have chairs set up for each member of the group to sit in during the book reading.Each group
will be assigned a day to perform in front of the class. This will be a chance for the group to present their book to the class.
2. Each group will read their book through at their station once. Then they will read it again for practice. This will help the group members when trying to read smoothly and with expression.
3. I will emphasize to each group that if they have problems with individual words just sound the words out by blending their phonemes together.
4. I will assign a day for each group to perform their book before the class. The book with the five puppets at their station will be set up to perform in this way; Each child will read part of the story independently while the other children in the group mouth the words with a puppet. The children will take turns reading part of the story so each child gets a turn to read independently. The next book with the character nametags will be set up to work as a reader’s theater. Each child will play the part of a character in the book they are reading. The third book that has a felt board and the felt pieces will be set up to work like this; while one member of the book is reading the rest of the children in the group will be creating a visual picture of the story that is being read. The group members will take turns reading so that every member gets a chance to read independently. Finally the last book that has the chairs set up will simply work by allowing each member of the group to read a part until the book is finished. Once the book has been read to the class the class will watch as the members of the group have a book discussion.
5. Every group member will take turns reading to the class. Everyone will get a chance to read to the class demonstrating fluency and expression with their story. I will be able to assess each child when they have a turn reading aloud to the class individually. My assessment will involve noting miscues and a section to describe the smoothness and expression of each child’s reading.
6. This lesson is designed to last for one week. At the end of the lesson each day I will read the book that was presented to the class to show smooth and expressive reading.

Refernece: Eldredge, J.L. (1995). Teaching Decoding in Holistic Classrooms. New Jersey:Prictice Hall (pg 130).

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