Excited About Exclamations!


By: Sharon Scyphers

 

Rationale:

          Fluency is important for the students to be able to read quickly, comprehend and show expression. This will help the students understand and enjoy the literature. Reading aloud to the students models how much more exciting a story can be if read with expression. The lesson with allow students to explore reading with expression through listening to modeled reading, practicing reading with expression, and engaging in the materials.

 

Materials:

No, David! big book

Various books for partner reading chosen with strong expression usage

Sentence strips

pencils

           

Procedures:

1. We will begin with a class discussion on what it means to read with expression and why this might be a good idea. "Has anyone ever had someone read to them and the reader never changed his or her voice? Did it seem boring or exciting? If you read with expression it makes reading and listening to the story a lot of fun! You should always read with expression so that everyone wants to hear your story."

2. "Can anyone tell me how we might know what needs extra expression with it when we read? So do you think expression would help a person know if I am telling something or asking a question? Of course it does! I am going to read a few sentences and this time I am not going to use any expression. 'Do you want to go to the park? It is such a pretty day! I can't wait to fly my kite!' Did that sound like I was really excited to go to the park? (Nooooo!) What if I read it like this: 'Do you want to go to the park? It is such a pretty day! I can't wait to fly my kite!' (show expression) Did that make it sound like I was really excited? I was able to show feeling when I read, as if I was saying the lines just as I talk. Would it be more fun to listen to a book in the first voice or the 2nd? That's right, it is very important to read like we talk!'

3. "Now we are going to read this book called No, David! by David Shannon. It is about a little boy named David who always seems to find trouble. When David gets caught, and he does, he is always told "No, David!" I am going to read some of the book with expression and some without. After each page, I want each of you to give me a thumbs up if I use good expression and a thumbs down if I do not use expression." We will read the book allowing the students to display there application of the knowledge of expressive reading.

4. "Now I want each of you to partner up and read to each other and showing feeling and expression with the words of the story. I then want your partner to give you a thumbs up if you read really well with expression or a thumbs down if you need to work on it a little more! Be sure to tell each other what you did well on and what you need work on. I will be walking around with my listening ears turned way up so I want to hear some expressive reading and lots of thumbs up!" This will allow the students to practice the concept and me to get a general idea of the strong and struggling students.

Assessment:

5. Next I will give each student a sentence strip. They will work independently on these to put the correct punctuation at the end. We will then go around and let each student read his or her sentence with the proper punctuation and corresponding expression. This will allow me to assess the student individually.

Did the student provide the proper punctuation with the sentence to show strong expression?
Did the student read the sentence fluently and showing expression?

 

References:

Ellenburg, Reagan. Hip Hip Hooray for Expression. http://www.auburn.edu/academic/education/reading_genie/catalysts/ellenburggf.html

Shannon, David. No, David!. New York, NY. Blue Sky Press, 1998.


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