Growing
Get Excited!
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.
Procedure:
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.
References:
Murray, Bruce.
"Developing
http://www.auburn.edu/rdggenie/insights/brannongf.html
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