Rationale: To develop reading fluency, we must teach children to read faster, smoother, more expressively, and more quietly to learn to read silently. Though the majority of these 4 aspects will gradually be grasped over time, it is important that the correct ways are modeled for students. As children learn more and more how to read, a necessary step is to learn how to read with expression. With beginning readers, we need to encourage them and be a model for them. The goal of this lesson is to teach children to read expressively by first listening and watching, second comprehending and reading silently to grasp the meaning of the text, and third to read to each other while trying to conquer reading with expression!
Materials: “Alexander and the Terrible, Horrible, No Good Very Bad Day" by Judith Viorst (enough copies for all students) , and check sheets for partner readings.
1. Introduce the lesson by telling the children (with no expression) I AM SO GLAD THAT YOU ARE ALL HERE TODAY. IT IS SO GOOD TO SEE YOU. I AM VERY EXCITED TO TEAHC YOU ALL HOW TO READ WITH EXPRESSION. Ask the class ,DID EVERYONE BELIVE WHAT I JUST SAID? DID YOU REALLY THINK THAT I WAS GLAD TO SEE ALL OF YOU? OF CORSE NOT! THAT'S BECAUSE I WAS TALKING WITH ABSILUTELY NO EXPRESSION. WHAT DOES EXPRESSION MEAN? Take answers and then eventually write the attended definition on the board. THOSE ARE ALL GREAT ANSWERS. THIS IS THE DEFINITION I CAME UP WITH. EXPRESSION IS WHEN WE CHANGE THE VOLUME, SPEED, AND TONE OF OUR VOICE WHEN WE READ.
2. WELL, GUESS WHAT? I AM VERY EXCITED TO SEE ALL OF YOU AND WE ARE GOING TO LEARN SOMETHING FUN TODAY. I'M GOING TO READ YOU THIS STORY, AND I'M GOING TO SHOW YOU HOW TO READ WITH LOTS OF EXPRESSION!! LISTEN CLOSELY TO HEAR WHEN I (point to definition on board) CHANGE THE VOLUME IN MY VOICE, CHANGE HOW FAST I READ, OR WHEN I CAHNGE MY TONE!! I will read The Very Hungary Caterpillar, by Eric Carle with much expression.
3. WASN'T THAT MUCH MORE INTERESTING WHEN I READ WITH EXPRESSION? WHAT ARE SOME THINGS THAT YOU NOTICDED I DID TO MAKE IT SOUND BETTER. Go over tone and speed and volume once more. Reread sentences out of the book and have the students repeat after you.
4.Divide the class into pairs. NOW CLASS, YOU AND YOUR PARTENAR ARE GOING TO TAKE TURNS READING THIS BOOK, Alexander and the Terrible, Horrible, No Good Very Bad Day TO ONE ANOTHER. HERES WHAT YOU ARE SUPPOSED TO LISTEN FOR WHEN YOUR FRIEND IS READING. Model what it sounds like to read fluently and non fluently. Give examples of reading choppy and smooth, fast and slow, loud and soft, and how to make your voices go up or down at the end of a sentence depending on what punctuation mark is at the end. READ THE STORY TWO TIMES. WHEN YOU READ IT THE FIRST TIME JUST GET USED TO THE BOOK AND PREPARE YOURELF TO BE GRADED FOR THE NEXT TIMEYOU READ. THE SECOND TIME YOUR PARTENER WILL GRADE YOU WITH YOUR CHECK SHEETS.
Assessment: I will go around and listen to see if the children are reading with expression and if their partners are checking them correctly. I will use the check sheets to assess each child individually.
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