What great fluency you have… The better to read with, my dear!

Growing Independence and Fluency

By: Tiffany Taylor

Rational:

This lesson is designed to teach and emphasize one aspect of fluency, which is expression. Expression brings a story and its characters to life, which makes reading fun! Learning to read with expression greatly effects how a story appears to the listener. Reading with expression means changing your pace, volume, tone and often changing voices with the different characters.

Materials:

• “Little Red Riding Hood” (Malena Company, Malena booklet no.100)
• Props, such as a red scarf, gown for grandma, hat for grandma, glasses for grandma, basket for Little Red Ridding Hood , and anything else the kids come up with. Chalk board
• Chalk
•  Paper
•  Pencils

Procedures:

1. To begin the lesson I will model how expression can enhance a story. I will read part of the story with no expression; I will use the same monotone voice throughout the story. Then I will ask the class, “WHAT’S WRONG WITH THE WAY I JUST READ?” “WAS IT BORING?” Then I would explain how expression can make such a big difference when reading a story, and, how it is something that we all need to do when we read.”  I will then go back and finish the story correctly and model a lot of expression. I will also point out how I changed my voice to a very deep sound, like a wolf would make, and also very high when talking like little red riding hood. We will also discuss how facial expressions change as well when we read.
2. I will then group the class into groups of four. I will tell them that it is their turn to practice reading with expression in front of one another and to help each other out. I will go around and help anyone that needs it. After everyone finishes I will ask if anyone would like to show off their expressive readings to the class.
3. Then I would show the class a few example expressive sentences I would write them on the bored and model how they should be read, with anger, sadly, or with excitement. Then I would have each student take out a piece of paper and write their own three expressive sentences. I will ask them to think about sentences that need to be said with excitement, with sadness, or with fright, and write an example for each. I will have volunteers share what they came up with. I will model this on the board, and talk about how the sentences change when read with expression.

ASSESSMENT:

1. I will have the students do partner reads. I will go around the room and observe as they are doing this. If I notice areas that can be improved I will make a note of it and work with that child individually, or if it is simple I will point it out then.
2.  After mastering expression, we will act out the story as a class. I will call on people that did a good job during the partner reads. There will be a narrator and a person for each part, and we will repeat this as many times as need, so everyone gets a chance to have a part.

Resources:

• The Reading Genie:
• Insights<> Bobby Owen- The better to eat you with, my dear!http://www.auburn.edu/rdggenie/insights/owengf.html