Elizabeth Smith
Growing Independence and Fluency

USE EXPRESSION!

Rationale: The purpose of this lesson is to teach children to read expressively, while at the same time helping them to read more fluently. Reading expressively is one of the four factors, other than being able to read smoothly, silently, and avidly, which need to be mastered when concerning reading skills. When knowing how to read expressively, text is more enjoyable to children.

Materials: A copy of the book The Morning Queen by Joy Cowley for each member of the class, a piece of paper for each member, a pencil, strip of paper for each child that says ãquestionä, ãexclamationä, or ãstatementä on it, a pointer, a chalkboard, and chalk.

Procedures:
1. First, we are going to start off by reviewing cross checking. I will explain to the children that if they come across a word or sentence that does not make sense, they need to go back and read it again to see if a higher level of comprehension will be achieved.
2. Today we are going to talk about expression when reading. Lets look at these sentences: Do you have a dog? I love it! I went to the park. Can you notice anything different in my voice when I am saying these sentences? Youâre right·the expression in my voice is different. We can use expression in our voices while reading to make stories more enjoyable.
3. Listen to me say these sentences again, this time without expression. Which way would you rather be read to? The first one, thatâs right. This time when I point to the sentences, I want you to say them with me using expression. Good job!
4. Now, I am going to divide you up into 5 groups of 4. I want each of you to take turns reading, using expression while doing so. You will have 10 minutes to read this book to one another. If you finish before time is up, try reviewing÷adding more expression.
5. I will now tell each group to find a sentence in the text where you could use a lot of expression while reading. You have 5 minutes to do so. When you are finished, pick one person to stand up in front of the class and give us your example. If you finish before time is up, you need to practice your parts.
6. For assessment, I will hand each child a piece of paper that says ãquestionä, ãstatementä, or ãexplanationä. I will explain to the children that they must write the kind of sentence that is on their piece of paper. This paper will be turned into me, then assessed and handed back to the child.

Reference:
Cowley, Joy. The Morning Queen.
www.auburn.edu/rdggenie/insights.html. Insights: Lessons for growing independence and fluency. (Joy Gettys)

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