Lesson: fluency and expression
Have studnets preview the cover and point out that the students from The King School look like they are having a lot of fun satying fit and healthy. Ask the students which of these activities do you enjoy doing? What else do you like to do when you go outside? How do you feel before you play active games and after, do you feel a difference? Students responses should indicate that they feel more alert and energized after getting physical activity as it gets their blood pumping.
Yesterday you heard me read to you the story, Staying Healthy. Today we are going to choral read. We are going to focus on chuncking phrases so our sentences flow together. Model for the students how this sounds and ask the students to repeat the words exactly how you phrased them. Next, read the sentences without taking a breath and not stopping at end puncuation. Ask the students which one sounded better. Studnets should respond with the first one. Explain to the students that the first example was easier to listen to and read because the words connected in a rhytemic way. State that when you use proper phrasing and stop at end puncutation you also gain more meaning and understanding from the text.
Ask the students to now practice choral reading the story with you. On page 2 stop after students have read the question, "What if one of us gets a cold?" Ask students if they read this the same way as the sentence above or differently. Students should reply that they sound different. Ask students why they don't sound alike. Students should respond that one is a sentence and the other is a question. So in the question you read it as if you are asking someone something. Whereas in the sentence you are telling someone something. Read the question again and read it as a sentence and ask students if that sounded right. Tell students that if we don't pay attention to end puncuation when reading it can get confusing and it doesn't sound as interesting to the reader. This is called expression.
Ask students what else is different about that question that you can see from the text? A student might reply that us is bolded. Ask students what we do when we come to a bold word. Explain that when a word is in boldrint it usually means something is important. It stands out in the reading. Tell students that when we read a word that is in bold we put extra emphasis on int and make your voice go up to show it. Read the sentence as thought us is in regular print, then read it again this time as written with us in bold print. Ask students to notice the difference.
When you get to page 6, also call the students attention to the bold words, someone else in the question, "And what if soeone else gets a cold?" See if the students remember to read it as written with the bold words and question mark. Go back and re-read if students need extra assitance, but praise the class if they remembered to read it with emphasis.
Have students re-read the story with partners as you walk around and check for understanding.
|Staying Healthy by Eliza Comodromes||