BANG~WENT THE BOOK
                                     &n bsp;    A Lesson Design by: Maryn Mason
                                     &n bsp;    Growing Independence and Fluency

Rational: The two keys to reading are comprehension and fluency. In order to read fluently, a child must be able to read faster, smoother, and more expressively. Learning to decode enables children to improve sight recognition. This progress in sight recognition will then encourage fluency. Becoming a fluent reader makes reading much more enjoyable for children, which in turn leads to comprehension. However, in order for children to become fluent readers they must first learn to recognize words and practice, practice, practice reading and rereading decodable texts. Today, this lesson will work on recognizing words and also help children practice reading with more expression, which will make reading much more fun.

Materials: An index card for each student, markers or crayons, chalk, a wide selection of children’s literature (classroom reading corner), another index card for each child with a sight word on it, the text "BANG"(big book), paper an pen for myself to note miscues, and stickers for a job well done!

Procedures:
1. I will introduce the lesson by explaining to the class "that in order to be a skilled reader, we must first learn to read fluently without stopping to figure out the word. But, before we can read a book without stopping to figure out hard words we must recognize sight words and also understand how to blend them." "Now let’s start learning and practicing sight recognition and blending!"

2.  I will then allow my students to get up and go to the "sight word wall" where I will have index cards turned backwards with easy sight words such as I, a, they, the, he, she, ect…each child will take one off the wall, allowing them to be surprised with the word they receive and make the learning lesson more exciting. Next, I will read the big book "BANG": as I read the story aloud, I will tell the students to hold up their card when they hear their secret word in the book, I will say: "FOLLOW ALONG CLOSELY SO YOU DON’T MISS YOUR WORD IN THE STORY!" I will assess the children while I read to make sure everyone is able to recognize his/her sight word and hold it up at the correct time.

3. I will then turn my lesson over to the use of expression in reading. I will tell the class I am going to read the book BANG again and tell them to listen for a different sound. I will read the book in a monotone voice, boring my class excessively. I will then say: "IF I SOUNDED LIKE THIS EVERYDAY, WOULDN’T YOU GET BORED OF LISTENING TO ME? WELL, WHEN WE TALK, WE USE EXPRESSION DEPENDING ON HOW WE FEEL. SOMETIMES WE FEEL EXCITED, HAPPY, SAD, OR EVEN ANGRY. AUTHORS IN BOOKS ALSO WANT THEIR CHARACTERS TO USE EXPRESSIONS LIKE THE BUNNIES IN "BANG". I will then reread "BANG" using expression and slowly walk through the different expressions I used with the class. I will then write the sentence on the board: "Guess what happened today?" I will then call on each student to read the sentence on the board in using different expressions. Then allow each child to draw on their blank index card the expression they used to say the sentence and explain to the class why they read it using the expression they did.

4. Lastly, tell each student to choose their favorite book from the reading corner and go back to their seats and read it silently to themselves practicing using the sight words and expression that we learned today! Tell them "I AM COMING AROUND TO EACH OF YOUR DESKS IN 15 MIN TO LISTEN TO YOU READ YOUR FAVORITE BOOK TO ME WITH LOTS OF EXPRESSION~OKAY!"

 ASSESSMENT:
~ As they read tome, I will note their individual problems with sight words (miscues) and analyze their use of expression! I will also praise each child for their individual efforts and reward them with a sticker and a high five!

References: Murray, B.A. 7 Lesniak (1999)
Gash, Graeme. "BANG." Literacy 2000
www.auburn.edu/rdggenie/fluency.html

If you have questions: e~mail me @ masonms@auburn.edu
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