Vicki Hunter
Growing Independence and Fluency

Reading Express



Rationale: In order for children to become good readers, they should learn to read with expression. Reading with expression makes reading seem much more fun. Children should learn to read with expression silently as well as aloud. This lesson is designed to teach children to read with expression.

Materials: The Little Red Riding Hood book; chalk; chalkboard; several age-appropriate books.

Procedure:
1. I will explain to the students how important it is to learn to read with expression. In order to read with expression we need to know what a sentence ends with to express it the correct way. Sentences can end with a question mark, a period, or an exclamation point. Today we are going to practice reading with expression.

2. I will explain to the students how it is much more interesting to hear someone read with expression instead of a monotone voice (I will explain and demonstrate a monotone voice). Reading with expression involves reading faster and slower and louder and softer.

3. I will then read the Little Red Riding Hood book without any expression and then reread it with expression. I will ask the students if they enjoyed the story best the first time I read it or the second time.

4. I will then write three sentences on the board (Wow, look at that car! Where is the school? and What great big eyes you have. I will have three different students come up and read the sentences out loud to the class.

5. I will then have students get with a partner and select a book. I want you to practice reading the book to your partner with expression. Once you have read the book give it to your partner and they will read it to you with expression. I will be walking around the room to hear everyone’s expressive voice.

6. For assessment I will have each student select a sentence from the book they read and come up to the front and read it out loud with their best expressive voice.

Reference: Eldredge, J. Lolyd. (1995). Teaching Decoding in Holistic Classroom, Prentice-Hall 1995.
 

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