Paula Jones
Growing Independence and Fluency

Piggy Piggy Let Me In!




Rational: To be a fluent reader is a goal for all readers to achieve.  A fluent reader is someone who can read smoothly, silently, with speed, and expression.  Children all need to obtain each and every aspect of fluency to be truly successful at reading.  Once success is gained in reading the enjoyment in it all will increase and that is one of the main goals. The objective in this lesson is to work with the expression aspect of fluency.

Materials: Copy of the book The True Story of the Three Little Pigs.  Multiple copies of decodable books for every two students.  10" by 10" cards with the punctuation marks: ! . ? on them.  Poster with two sentences on them one that ask a question and another with an explanation mark.  An example would be: How are you today?  Have cards with sentences on them to pass out to every student to read.  Example for the cards: Today is my birthday!

Procedure:
1. Introduce the lesson by telling the children that there is many ways to become a better reader.  One of the ways is to be a fluent reader.  Fluent readers are people who read with speed, accuracy, smoothly, and with expression.  Today we will be working on the expression.  Can anyone tell me what expression is?  Expression is when you read a sentence and you look at the end punctuation.  That end punctuation tells you wether to change your pitch or volume in your voice.
2. Give an example of reading a sentence with expression and monotone.  Pull out your poster and read one sentence in monotone and the other with expression.  Then ask the students which they felt was read with expression the first or the second sentence.
3. Introduce the book you are going to be reading (The True Story of the Three Little Pigs).  Start the reading in monotone.  Then stop the reading after the first two pages and ask the students if the reading was very exciting?  Then begin to read the rest of the book with expression and change your voice.  Once finished, ask the students if the story became more interesting once expression was brought into it.  Then discuss the different types of things you did to your voice.  Model expression by reciting Alittle piggy little piggy let me in@ with a mean voice, sweet voice, excited voice, etc..  Even discuss how they thought I new when to do each expression. Make sure you cover each expression.  When covering the expressions point to the punctuation on the cards that goes with each expression.  Then ask for volunteers to recite the passage with expression.
4. Break the class into groups of two for buddy reading.  Pass out the decodable books; one to each group.  Explain to them that it is their turn to read with expression!  Have them practice with each other reading with expression.  Tell them to read two or three pages and then talk about how the reader could improve their expression or how well it went.  Both should read and each should discuss and give feedback to each other.

5. After they finished with their buddy have them return to their seating.  Pass out to every student a sentence for them to read.  Have them come to the front and read the sentence with expression.
6. For assessment go to each student throughout the day and have them read one of the sentences from the card stack.  Carry a checklist to mark for assessment. The checklist should cover wether they changed their voice, pitch, and facial gestures.

Reference: The True Story of the Three Little Pigs.  http://www.auburn.edu/rdggenie/breakthroughs.html
Elderdge (1996).  Teaching Decoding in the Holistic Classoom.
 

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