Chicka Chicka
BOOM BOOM!
Reading with Expression
by
Rationale:
As children become
fluent
readers, they also need to learn how to read with expression. Reading with expression makes a text more
interesting and engaging for both the reader and the listeners. In this lesson, students with hear a text
read both with and without expression.
They will then practice reading with expression with a partner.
Materials:
Copy of Shel
Silverstein’s
poem “Spaghetti”
Dry erase board
with markers
(or chart paper)
Copies of Chicka Chicka Boom Boom (enough for each
pair of students)
Cover up critters
(popsicle
sticks with googley eyes; enough for each pair of students)
Procedure:
1. Explain to the
class what
reading with expression is. When
we become fluent readers, it means that
we can read passages quickly without having to stop to sound out the
words. We also want to try to read the
passages with expression. When we do
that, it makes it more fun to read and more fun to hear!
2. I
am going to read a poem to you by Shel Silverstein called
“Spaghetti.” I am going to read it two
times to you. Read the first time in
a monotone voice with no expression. What did you think of that? Was
the poem exciting or funny? What did I do
wrong? How can I read it better? Okay, I am going to try again. Read the poem aloud a second time with obvious
expression. For example, on the last
line, " 'cause they all threw spaghetti!" be sure to raise your voice
and speak with a hint of humor and confusion to express what the
narrator might
be feeling. Did you like it
better this time?
Why? Use the cover up critter
to help read a longer word. Remind
student that they can use their cover up critter when they are reading
too.
3.
Let’s talk about some things that we see in a text that might make us
read it differently. Write the
sentence, “That is a cat.” on the board.
Have someone read it aloud. Now,
erase the period and add an exclamation point.
Have someone read it aloud. Erase
the exclamation point and put a question mark.
Have someone read it aloud. If we pay attention to the story and the
clues that it gives us, it will help us read the passage with
expression. Can you think of other ways
the passage can
give us clues? Examples:
the way someone says something, i.e. Jane
said angrily/cheerfully/slowly. Write
these on the board for students to read aloud.
4. Give a brief
book
talk. We are going to read a
book about the letters of the alphabet! The
letters are trying to climb to the tippy
top of a small palm tree, but there are twenty-six of them. Do you think they will all make it up or will
they all topple down the tree? Let’s
read to find out.
5. Divide the class
into
pairs and pass out one copy of Chicka
Chicka Boom Boom to each pair. We are going to practice reading with
expression with our partners. Sometimes
when we read, we read too fast. Remember
to slow down while you read so you can add expression.
One student will read while the other one
takes notes on a piece of paper on their expression and fluency. Then they will switch roles.
After they have both read and critiqued, they
will share their critiques with each other.
They will then read it through a second time keeping in mind the
tips
their partner shared with them.
Assessment:
While students are
reading
with their partners, walk around the room.
Take notes of who is doing well and who is struggling. Call each student to your desk one at a time
to read Spaghetti aloud to you for an
individual assessment. Did the
student use expression in their
voice? Does their voice go hight and low
and soft and strong? Do they use facial
expressions?
References:
http://www.auburn.edu/academic/education/reading_genie/guides/roddamgf.html
Silverstein, Shel. Where
the Sidewalk Ends: “Spaghetti.” Evil Eye Music, Inc. ©1974.
Martin, Jr., Bill
and John
Archambault. Chicka Chicka
Boom Boom.
Scholastic Inc. ©1989.