Read it Like You Mean It!
Rationale: The purpose of this design is to encourage children to use expression when reading orally. By allowing children to read out loud and modeling how to use expression, they will become more comfortable. They will see and understand that reading is not just a task, it can be very enjoyable.
Materials: enough copies of The True Story of the Three Little Pigs and The Three Little Pigs for every student, check sheets with expression ratings to evaluate peers (with ãHe/She read the story with: Some expression Good expression Wow! (I want to read like that!), chalk board and chalk, punctuation poster
Procedures: (caps indicate instruction)
1. READING A STORY IS MUCH MORE INTERESTING WHEN WE READ IT WITH EXPRESSION. OUR VOICE MAY GO UP OR DOWN AND OUR FACIAL EXPRESSIONS MAY CHANGE. WATCH MY FACE AND LISTEN TO MY VOICE AS I READ THIS STORY. (Read The Three Little Pigs once with a monotone voice and once with expression)
2. Ask the children which reading they liked the best and why? Explain that the second reading was better because it kept me interested in what was going on in the story. BEFORE WE BEGIN READING, LETâS REVIEW WHAT SOUND THE LETTERS sn MAKE. (so they can read sneeze in the book). SN MAKES THE /SN/ SOUND LIKE IN THE WORDS SNEEZE, SNAKE, SNAP, AND SNIP. LISTEN TO THE /SN/ IN THIS SILLY SENTENCE. SNIP THE SNAKE SNARLED AS SNAP THE SNAKE SNEEZED. WHAT KIND OF PUNCTUATION WOULD THIS SENTENCE NEED? (point to punctuation poster) RIGHT, AN EXCLAMATION MARK. SEE HOW MY VOICE IS HIGHER WHEN I READ THE SENTENCE AGAIN AND MAKE IT AN EXCLAMATION? (make other sentences with periods and question and explain and model the difference.)
3. IF WE COME TO A WORD WE DONâT KNOW, WE CAN COVER UP PART OF IT UNTIL WE CAN PUT IT ALL TOGETHER AGAIN. (model covering up chunks of words such as neigh-bor, door-nail, im-pol-ite, etc.)Have children chunk big words on their own paper and check and provide help where needed. (assessment)
4. NOW I WOULD LIKE ALL OF YOU TO PRACTICE READING WITH EXPRESSION WITH A PARTNER. WE ARE GOING TO READ A NEW STORY AFTER WE READ THE THREE LITTLE PIGS. IT IS CALLED THE TRUE STORY OF THE THREE LITTLE PIGS. LISTEN TO YOUR PARTNER READ AND MARK WHICH TYPE OF READING THEY DID BY USING THE CHECKSHEET. (peer assessment)
5. Ask the children to vote on which story they liked best and why. Make a chart of the results. Also, make a chart of the ãexpression levelsä of the students: how many had some expression, good expression, and wow! expression. Let each child demonstrate expression by reading a few sentences or a page of The True Story of the Three Little Pigs aloud to the class.
Reference: The Three Little Pigs, The True Story of the Three Little Pigs
Adams, Marilyn. Beginning to Read
Wilson, P. (1992). Among nonreaders: Voluntary reading, reading achievement, and the development of reading habits. In C. Temple and P. Collins (Eds.), Stories and readers: New perspectives on literature in the elementary classroom (pp. 157-169). Norwood, MA: Christopher Gordon.
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