Growing Independence and Fluency
Reading with fluency
beginning readers to become more successful readers. Reading with
one important aspect of fluency. Expressive reading helps book language
alive, and written words sound more interesting and natural when read
plenty of expression. During this lesson, students will work on
their fluency and expression through reading and rereading decodable
words in a
1) Which Shoes Do You
Theater script (8, each with a single part highlighted)
aaronshep.net Script will be
modified slightly to make it
Popsicle sticks (each labeled with a single character/part)
3) Large sentence strip with "Mom, Brad hit me!" written on it.
4) 8 sentence strips each
with one of the following phrases: "Ah! A spider is
crawling on my desk!",
"Mom, May I have cake
lunch? Please?", "Yay! I won the
bee!", "I am getting so
sleepy.", "Can we go on just
ride, please, can we? Pretty please?", "I am starving!", "My big
brother is so
mean!", & "Stop that! Put that
right now! I said, 'Now'!"
Peer Evaluation Checklists
Does your partner
try____ 3rd try____
tone of voice? 1st
try____ 3rd try___
tempo when necessary? 1st try___
2nd try____ 3rd
6) Teacher Evaluation
Checklist (Does the student read
smoothly? Does the
tone of voice? Does
tempo when necessary?)
a group of 8 students: "Since we are all becoming such wonderful
today we're going to do something special. We're going to all become
we are going to practice reading a play! You are each going to have
part. You will each draw a popsicle stick from this cup. Later in this
you will read the part that is written on your popsicle stick."
teacher will have popsicle sticks in a cup
and instruct students to each draw only one. After the students each
assigned their part, the teacher will then have students to lay the
sticks on the table in front of them.
"Good readers are sometimes kind of like actors. Think of your favorite
television show. Would that show be very interesting if all the actors
read their parts?" (pause for student response) "Of course not! Let's
look at this sentence. (hold up sentence strip) What does it say?
students to answer). Right, it says, 'Mom, Brad hit me!' Pretend I'm in
backseat of my mom's car, and my little brother just hit me. Would I
Brad. Hit. Me." ? (Read aloud choppily with no expression) Did that
real? Nope, that didn't sound real at all! Good readers think about
happening and pretend that they are actually
saying the sentences they read. You wouldn't say, 'Mom. Brad. Hit.
would probably say, 'MOOOOOOM, BRAD HIT
ME!' Which was more interesting? The way I said it the first time or
second? Right! When you read sentences and words the way that you would
actually say them, you are reading with expression. Reading with
a lot of fun, but we need to reread our lines to be able to get better.
actors have to practice their lines many times before they get them
and we have to practice reading and rereading so that we will get
read with more expression each time!"
now that we know that we should read with expression, let me show you how
to read with expression." (Pass out each child's script). "Look at
the very first sentence on your scripts. I am going to show you how I
reading this sentence." Teacher reads slowly, and choppily with little
expression: "'Kate. Was. T-teared. Of.
Wearing. The. same. Old. shoes.' Oh, tired.
She was tired
of wearing the same
old shoes." To the group of students: I had a little trouble reading
word, tired. I accidentally read "teared" instead, but I remembered
that what I read had to make sense, so I realized that word was "tired"
when I got to the end of my sentence. I remembered to cross-check!"
was okay, but I bet I can do even better! I'm going to try it again!
reads slowly, with minimal expression): 'Kate was tired of wearing the
shoes.' I did do better! That was
still a little boring, though. I read all the words the same. I'm going
it again, and this time, I'm going to try to read it even faster and
plenty of expression—some words might be louder or softer, higher or
don't want to sound like a robot! (Teacher reads more quickly and with
expression, stressing the words "same" and "old").
was much more
interesting! The more times I read and practiced it, the better I got
reading my line! I want you to do the exact same thing I did when you
lines. The more you practice, the more you will sound like a famous
instead of a robot! So when I practice, I'm going to work on reading
and smoother, and I won't always keep my voice at the same tone like
(Model monotone voice). Instead, I will read some words high and some
and also say some words slower than others, just like I would do if I
saying the line instead of reading the line. Does anyone have any
teacher will pass out a pre-cut sentence to each child. "We're
going to practice reading these
with plenty of expression. Pretend that you are actually saying the
you are reading it. Now, turn to the person next to you and practice
your sentences to each other." The teacher will pull two students at a
time away from the group and will briefly have them practice reading
rereading their sentence with expression. Those students will go back
group when finished, and the student will pull away two more students.
will continue until every student has received guided practice.
you ever had trouble making a decision? The readers' theater script we
to read is about a child who just can't make up her mind! She simply
pick out what pair of shoes she wants. Will she have to wear them all?
find out what happens when you read, Which
Shoes Do You Choose?
I am going to pair you with a buddy with whom you will take turns
lines. (Teacher pairs up students and passes out checklists.) Write
partner's name on your checklist. Before either of you begins using the
checklist, go through and read all your lines to your partner. After
once, you will use the checklists. When it is your partner's turn
want you to listen to them carefully, and give them a check if they
smooth, vary their tone, and change their speed. After your partner
will be your turn to read. Switch places with your partner and read
he/she fills out your checklist. When you are finished, you and your
will have each read your lines 3 times. Try to get better each time you
and do not forget to cross-check and use cover-ups! I will be walking
listening to everyone practice, if you need any help. Ready? Set?
teacher will monitor students read their scripts with their reading
The teacher will take note of individual students'
progress on fluency checklists while walking around the room.
Aaron Shepard. Which Shoes Do You Choose? http://www.aaronshep.com/rt/RTE22.html
Amy Berger. We're Messin' With Expression. http://www.auburn.edu/academic/education/reading_genie/odysseys/bergergf.html