I Can Read With Expression
Lori Gatling

Rationale:  The purpose of this lesson is to teach children to read fluently and more expressively.  They will become more confident readers and be able to enjoy reading more.  In this lesson we will use whole text to practice being more expressive.

Materials:  copies of Julius Baby of the World for each group (5 groups of 4 students each), Index cards and markers.

Procedure:  1.  Begin by reviewing the short vowel sounds.  Talk to the children about using cover-ups and self-correction.  “If I get to a word I don’t know I can cover up some of the letters that I know and bled them together.  Also I can go back and make sure this word sounds perfect with the rest of the sentence.”

2.  “Next I am going to show you how we are going to read expressively.  Can anyone tell me an expression I can read in?  Good, angry.”  (Read a page or two in an angry tone)  Ask for a couple of other expressions and show them also how it sounds without using any expression at all.  Show them how you can read with many different expressions.

3.  “Now I am going to get you into groups and you are going to read the book out loud together.  Try your best to think about how Julius would cry or how angry Lily is.  Change your voice so that you sound like her.”

4.  Next explain that each group is going to act out the book.  “I need everyone to decide who they want to be in the book.  When you decide which character you are going to be, you are going to put on a play of the book.  Make sure you get real angry with your voice if you are Lily or if you are Lily’s mom, make your voice extra sweet.”  The teacher will walk around the room making sure everything is going great.

5.  “That was wonderful acting boys and girls.  I think it is very important that we read expressively so it is interesting to our listener.  Also, it is easier to understand how the character feel when they are in certain situations.”

6.  For assessment, I will take each child individually throughout the day and have them read to me.  I will have a checklist of different expressions that they should be reading and show them how they could have improved.  I will make sure the students (other) in the class are busy doing other things while I am assessing.

7.  For a follow-up, I will have the students make expressions on index cards.  (For example, draw a happy face)  When I am reading a book out loud in the future, I will have them hold up what card they think I am reading with.
 
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