Rationale:  As children develop into independent readers, it is very important for them to read with comprehension.  A good indicator of reading comprehension is a student's ability to retell a story with expression and enthusiasm.  In this lesson, students will practice reading with expression so that they will become more creative and eager readers.

Materials:
1. If You Give a Moose a Muffin by Laura Joffe Numeroff and Felicia Bond Published by Scott Foresman (1991) (enough copies for half the class).
2. The Foot Book by Dr. Seuss Published by Randam House (1996) (enough copies for half the class).
3. A Reading Expression Evaluation Sheet (enough copies for each student).

Procedures:
1. Introduce the lesson by explaining to the students that when reading new stories, it is important to read them with feeling and enthusiasm.  Today, everyone is going to practice reading with expression

2. Now students, I am going to read the same passage in two different ways and I want you to tell me which way sounds more exciting.  The teacher will read the following passage in a very unexcited and monotone voice: "One cold winter's night in the middle of a roaring blizzard, my mother and I were traveling on the road to visit my grandpa.  All of the sudden, our car sputtered and died in the middle of nowhere.  Boy, were we in trouble!"  Now, I am going to read the passage in a very different voice.  The teacher will reread the passage in a very excited and enthusiastic voice.  Ask the students:  "Was the story more interesting when I told it the first time or the second time?"  Have them explain what made it more interesting.

3. The teacher will explain to the students that when they tell a story to someone, the person listening gets interested when you change the tone of your voice to reflect the actions that are occurring in the story.  For example, when something scary is happening, let your voice get quiet and mysterious so that the person can feel the anticipation, and when something exciting is happening let your voice get louder and more excited to reflect the excitement.

4. The teacher will distribute the books to the students so that half the class has one book, and the other half has a different book.  Now, we are going to read our books silently.  I want you to read the text two times.  The first time, I want you to read the text for fun.  The second time you read the text, I want you to think about how you would read the text to someone else in a way that would be interesting to him or her.  Think about when you read fast or slow and soft or loud.
 

5. Now, we are going to practice reading with expression.  I want you all to choose a partner who read a book other than the one you read.  I want each of you to take turns reading your books.  When you read, be sure to read with expression and excitement, and when you listen to your partner read, I want you to fill out an evaluation sheet.

6. The teacher will ask the students to write in their journals about their story and their partner's story.  Their journals should include the main characters, the setting, the problem, and the solution.  They should also include how reading with expression makes a story more interesting and their thoughts on reading with expression.

7. While the students are writing in their journals, the teacher will have each student come up and read their favorite passage in the book with expression, and assess their reading.  Also, the journal entries will be an assessment of the students' comprehension of both their book and their partner's.

References:
Eldredge, J.L. (1995). Teaching Decoding in Holistic Classrooms.  Englewood Cliffs, NJ: Merrill. (page 168).

Mink, Shay. (Spring, 2003). The Tell Tale Students. July 20, 2003 http://www.auburn.edu/rdggenie/openings/minkgf.html.

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