Hip
Hip Hooray for Expression!!
Reagan Ellenburg
Growing Independence and
Fluency
Rationale: Fluency is being able to read and reread decodable words in connected text. To be fluent you have to be able to read accurate and automatic. To be a successful reader which means fluent, there are five components: reading faster, reading with expression, reading smoothly, reading silently and being able to read voluntarily. This lesson is going to focus on being able to read with expression.
Materials:
Dry
Erase Board
Dry
Erase Markers
Sentences
from the Teacher
Five
Minutes’ Peace
(1 copy for teacher)
Lee
and the Team
(1 copy for each student)
Assessment
Checklist for each student
Sample
Sentences:
What’s
your favorite color?
Stop
pinching me!
Can
you pass me a crayon please?
I
can’t wait to go on summer vacation!
Leave
me alone!
Would
you like to play baseball with me?
Sample
Checklist:
Does
the student change his or her voice to high or low?
Does
the student change his or her voice to loud or soft?
Does
the student change the inflection in his or her voice according to the
end
punctuation mark?
Is
there a notable and distinct difference in the students voice when he
or she
reads with expression and when reading with out expression?
Did
they accent important words?
Procedures:
1.
The teacher will begin by sharing about expressive reading with the
students. To let people we are reading too know what is happening
in a
story we have to change our voice. When we change our voice we
either
make it lower or higher to show our emotion. I will also share
why we read
with expression. First, I will tell the students to listen to two
sentences. When the children think they hear the one with
expression,
they will raise their hand. I will then ask them if they think
they would
like listening to a story if it was read like the sentence without
expression? The class will then realize that expression makes a
story
interesting and enjoyable to listen too.
2.
Now I will read Five Minutes’ Peace. I will tell the
children that
if you hear me using good expression and emotion I want you to say “Hip
Hip
Hooray!”, if you think I am reading with no expression and very plain
then hold
both thumbs down. I will read a few sentences without expression
(“I am
going to the beach.”) then change and read with great expression (“I am
going
to the beach!”). This will show the students what a big
difference it
makes when someone reads with expression.
3.
Now I will write several sentences on the board. I will ask for a
student
to read that sentence without expression then reread it with the
expression
that they think is needed to make the sentence make sense. We
will do the
first one together. Ex. I love the beach! The teacher will
read the
first time with no emotion or expression then reread with great
expression and
exclamation. After the student re-reads the sentence with expression
the rest
of the class will say “Hip Hip Hooray!” This will also help the student
reading
to know the distinct difference.
4.
Next the teacher will review with the class about punctuation marks and
the
feelings associated with them. The teacher will explain how a
person
might change their voice in different ways to read a sentence with a
question
mark (“Will you please hand be that crayon?”) or an exclamation point
(“Hand me
that crayon!”). There will be a class discussion and several
examples
given by both the students and the teacher.
5.
Now we will be reading a book called Lee and the Team.
Book Talk:
“This book is about a boy named Lee. He is on a baseball team. On
the day
of his game, the team is going to be late. The team is supposed
to run to
the game so they will be on time, but they do not want to. Will
the team
make it to the baseball game on time? We will have to read to
find out!”
6.
The teacher will ask the students to take out their copies of Lee
and the
Team. First the students will read silently. I will
then call
on students to read out loud to practice using expression by having to
look out
for the punctuation.
Assessment:
As
the students
are reading out loud I will have my checklist checking off how they
read.
Once again when the student re-reads the sentence correctly the class
will say
“Hip Hip Hooray!”
References:
http://www.auburn.edu/%7Emurraba/invent/parkergf.html
YAY for Expression! By Lauren Parker
Murphy, Jill. Five
Minutes’ Peace.
Scholastic 1990.
Lee and the Team. Educational
Insights: Carson,
CA. 1990.