We love to Express Ourselves!
Growing Toward Independence and Fluency

By:  Christen Walton





Rationale:  There are five components to fluency and those include reading faster, reading with expression, reading smoother, reading silently, and reading voluntarily.  In lesson, we will focus on reading more expressively by having the children hear a model of reading with and without expression and practicing reading with a partner.  Reading with expression will lead them one step closer to fluency

Materials:  a copy of The Father Who Walked on His Hands (by Margaret Mahy) for each child, a copy of Earrings! (by Judith Viorst; pub. by Scholastic, Inc.), chalkboard, chalk,

Eexpressive Reading Assessment Checklist
Pitch rose and fell _____
Paces speed up and slowed down ____
Volume rose and fell_____
Phrasing made sense_____

Procedure:
1.  "Today we are going to talk about reading with expression.  When we read with expression it adds to the story.  It keeps the listener interested and excited about what you are reading.  As you begin to feel more confident with reading, reading with expression will become easier."

2.  "We have worked on rereading sentences that we have trouble on but I want to remind you again how important it is to reread.  Sometimes a word does not make sense to us and then the entire sentence does not make sense.  Once we know what the word is, we should go back and read the entire sentence.  Also sometimes when we are reading with expression, what we said does not make sense.  In that class we should look at the punctuation again and reread the since a different way."

3.  "Punctuation is one way that we can tell what expression to have while we are reading.  We're going to talk about what some important punctuation marks are such as the question mark, and exclamation point.  When you see a question mark, usually you read a sentence like this.  (Say a sentence out loud).  When you see an exclamation point, usually you read it like this.  (Say another sentence that requires an exclamation point)."  Put the sentence "Sally ate her lunch" on the board.  "Can someone say this sentence out loud if it had a question mark at the end?  Can someone say this sentence out loud if it had an exclamation point at the end?"

4.  "Now I am going to read the book, Earrings! by Judith Viorst out loud.  I am going to read it twice and I want each of you to listen for the difference."  I will read the book once with no expression and once with expression.  Then I will ask the students to tell me what the difference was between the two times.  I will also ask them which time they liked better.  "You see, reading with expression made the book more interesting and easier to understand."

5.  Then I will pass out copies of the book, The Father Who Walked on His Hands by Margaret Mahy to each child.  I will pair the children up and tell them to practice reading the book to each other with expression.

6.  For the assessment, I will walk around and listen to each child read.  I will use the expressive reading assessment checklist to check each child.  Later in the day, I will meet with each child to discuss his or her reading with expression.  I will model for the students who didn't meet some of the criteria on the checklist.
 

Referencehttp://www.auburn.edu/rdggenie/breakthroughs/turnergf.html
Beginning to Read:  Thinking and Learning about Print.  By Marilyn Adams.  Chapter 7, pages 88-94.
 

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