Format

Activities

Objectives
Clearly state what children will do
and how they will do it

Students will be able to use expression by giving meaning to the text they are reading while
reading dialogue aloud.

Formative & Summative Assessment

Explain how teacher will
determine whether objectives are
met
What evidence will you have that the
objectives were met? What,
specifically, are you looking for?
Materials/Standards
State the materials to be used in
the lesson
Include PA Common Core
Standards

Formative: Teacher will observe students while they are individually reading aloud by:
- Listening to see if students are conveying meaning of words in the way the author meant
them to.
- Listening if students are able to use their own voice to convey emotions of character.

Introduction CONNECT
Gain childrens attention
Name the skill and tell students
when they would use the skill
Relate to prior knowledge
Explain why the skill is
useful/important to know

CC.1.1.2.EReadwithaccuracyandfluencytosupportcomprehension.Readonleveltext
withpurposeandunderstanding.Readonleveltextorallywithaccuracy,appropriaterate,
andexpressiononsuccessivereadings.Usecontexttoconfirmorselfcorrectword
recognitionandunderstanding,rereadingasnecessary
Book: Mr. Putter & Tabby Catch The Cold by Cynthia Rylant:
Howard, A., & Rylant, C. (2002). Mr. Putter & Tabby Catch The Cold. Orlando, FL:
Houghton Mifflin Harcourt.
Ask students how they can tell the difference between different characters when they are
reading a story. Ask them to think about what they see or hear readers do. (They see
quotations in the text, hear the readers voice go up and down, reader uses deep voice/ high
voice etc.) After responses, ask students why the author does this/ what expression is.
(Expression is about conveying meaning when reading text.) Explain that it is important
for readers to use expression in order to convey how the character is feeling or what they
are saying and separate it from the rest of the text. Remind students of the difference
between Fluency and Expression, and that Expression comes SECOND to FLUENCY.
Grouping the words correctly together comes first. If the students do not read the sentence
fluently, they must fix that before trying to add expression.
By the end of todays lesson I want you to be able to use expression by showing meaning
of the words you are reading.

Teacher Modeling TEACH

Explicitly show children how to
use the strategy/skill
Include all think alouds
Write out what you will say!

Follow along as I read the first page. *T read first page with poor use of expression* Ask
students if they understood what the author was trying to say here. Explain that even
though they may understand what the author was trying to say, the poor use of expression
can change the way the reader/ listener feels about the story. After reading the fist page
with better expression, ask students if they were able to really feel like they are a part of the
story and if they felt like they were inside the picture. Ask what I couldve done differently to
make good use of expression? Continue reading until page 7. Remind students to look at
punctuation to help them with expression ( ? / ! ) and to make sense of dialogue tags. The
way you read the dialogue should convey what the author intended the character to say in
the way the character said it. Make sense/ discussion of dialogue tags (he whispered,
screamed etc.)

Guided Practice ENGAGE

Provide an opportunity for
students try the strategy with
teacher and/or peer guidance and
support

Starting with page 8, have each student read the same line. After each student has read, have
group discussion about what each student did well when they read aloud and were working
on expression and what they could improve on. Continue on asking the same questions
when necessary. In chapter 2 focus on use of dialogue throughout the chapter between Mrs.
Teaberry and Mr. Putter. How can the voices be read to show the relationship between Mr.
Putter and Mrs. Teaberry? How can their voices be used to convey the frustration of being
sick? How can their voices be used to convey sickness or tiredness, WITHOUT using
someone else's voice? Make sure to reinforce dialogue tags and italicized words.
Ask students why they chose to use the expression/ voices they did while reading those
words and what they think the author was trying to convey in writing those words.

Independent Practice &

Application ENGAGE
Children try the strategy on their
own or in a new situation

If T feels confident by the end of chapter 2 to have students practice skill independently,
send them to seats to work on expression while independently reading the rest of the book.
If T feels students need a little more practice, continue reading into chapter 3. When T sends
students back to desks, remind them that the voices inside our head are important too. When
reading silently, we must also remember to use good expression while reading.

Closure LINK
Provide closure through reflection,
extension, and/or summarization
Tell students how they should use
the strategy skill

Ask each student why using expression while we read is important? Make sure each student
shares a thought about this question in order to ensure they are taking the message away
from this lesson. When each student has answered reiterate the definition of expression and
explain that We must always use expression while reading, by changing our voice to match
the dialogue or text, in order to show meaning of the words we are reading.

Differentiation (content, process, product)

Tell how your methods support the
childrens reading development
needs (below level, above, ELL)

Reflection on Planning (BEFORE)

State your rationale for the

lesson content and design.
Connect with information
learned in this course and
others.

How did you select your

teaching activities and
materials? How did you
consider students assessment
needs when planning your
lesson? Why did you make the
choices you did in your
planning? How did your
cooperating teacher/other
professionals help you in your
planning? What concerns do
you have about the lesson?

Today, forever and always, when you read you will use expression in order to convey
meaning.
Below level:
- Use a story/ play with a lot more dialogue and assign students different roles. This allows
students to more easily practice expression of 1 character and listen and observe how other
characters are different. Once student has mastered this skill, they can move on to practicing
expression of different characters at one time.
- I will have students read the book once or twice on their own, to understand the meaning
of the actual book, before they come to the group to read aloud and express meaning of
words.
I selected this book while looking through the book resource room in the second grade
wing. I read through a few books of the corresponding reading level for this reading group a
few times thinking of ways I could teach the lesson and also thinking of ways that the
students would not be engaged (in order to eliminate this issue). I spent a good amount of
time reading through different books in the appropriate level for this reading group, in order
to make sure the book I ultimately chose would be most efficient for teaching expression.
When planning my lesson, I considered students assessment needs by thinking about what
they already know about expression and what they still need to learn. My previous lesson
with this reading group, helped guide a lot of my planning for this lesson because I was able
to understand already they have little knowledge of expression (or at least did not show
much of it while we worked on fluency last week). I have only been working with these
students for a few weeks but I am beginning to know what areas I need to focus on with
each of them. In my planning, I made the choice to have the students listen to me read the
first page of the book with poor expression because I wanted to make sure they knew what I
was NOT looking for. I think if students know what NOT to do, it makes it easier for them
to decide what to do and how to practice a certain skill. From our class readings, I have
learned that sometimes fewer words when giving directions can be more effective, so I tried
to limit the directions and length of questions when I was speaking, so that the students
could really focus in on what was expected of them. My cooperating teacher helped me in
my planning by reading through my lesson and correcting me where needed, in order to
fully teach the lesson in an accurate and appropriate way. There were changes in my written
questions that he asked me to make, which guided me in a positive and effective way so that
I could understand how he thought the students might understand the lesson better.
Concerns I have about the lesson are that the students are going to be too caught up in the
voices instead of conveying the meaning of what they are reading.

Reflection on Instruction (AFTER)

Write an analysis about how

your lesson went after the
follow-up conference. Please
include:
What went well?
What evidence do you have
that learning occurred and
objectives were met?
Was your assessment of the
students adequate and
informative?
Based on your formative
and summative assessment
(observations, student work
samples, other) and your
post-teaching conferences,
what interventions might be
necessary and appropriate?
What might you change to
improve this lesson?
What does this teaching
experience suggest to you,
your cooperating teacher,
and/or your university
supervisor about areas
where you might pursue
further professional
development and growth?
What specific questions
and goals related to
teaching literacy have
emerged from this teaching
experience? How do you
plan to answer those
questions and meet those
goals?

Provide specific details and

incidences to support your
answers and make reference to
class readings.

Overall, I learned a lot as a teacher from the way todays lesson went. By the end of the
lesson, I believe the students were able to really understand what it was that we were
focusing on today (expression giving meaning to the words we were reading). By no
means do I believe that the students in this reading group have mastered this skill, but I
think they really got a grasp of what we were focusing and working on. Evidence I have
that learning occurred is that by the end of the lesson, when I asked the question What is
expression? the students were able to all say that expression is giving meaning to words.
During the lesson, I was also able to stop and ask students what expression was and what it
is that we should be focusing on- in order to ensure that they were learning and
understanding the main skill we were focusing on today. In terms of assessment, having
such a small group provided me with the ability to observe and listen to the students that
were reading aloud. I was able to provide feedback to the students reading, and I was able to
help them think about what they are doing correctly, and what they could use some work
on. Based on my formative assessment and my post-teaching conferences, interventions that
might be appropriate are continuing to check comprehension while also teaching a different
skill. Things that I would change to improve this lesson are asking the students to read full
pages instead of having them read 2 lines. Initially, I wanted the students to each read 2
lines as they went around the circle because of the way the book is set up (having 1
sentence on 1 page and 3 or more sentences on another page) but they struggled with
understanding this, and continued to read more than I had asked. In my future lessons I will
stick to each student only focusing on 1 page at a time. Another thing I would change to
improve this lesson is to ask a few short comprehension questions after each chapter in
order to check/ assess that the students are understanding the content and not just working
on the skill of todays lesson. I really feel that I am continuing to relate a lot of the
information from our readings to my teaching, especially in this lesson. I focused on the
language I was using when telling a student if he or she is performing and really avoided
just saying nice/good job. I also have been really working on my wait time while asking
students questions or to think about something. In the beginning of this lesson specifically, I
asked students what they could remember about expression and while I felt uncomfortable
given the long amount of wait time, I think it really helped them think about the question I
had asked. While I asked questions, I also made sure to listen to what the students were
actually saying instead of what I wanted them to hear them say. In my future lessons with
this group, I want to make sure I focus on the students who did not participate or show
knowledge of acquiring the skill as well as the rest of the group in the future. I will make
sure to have ways available to include these students and allow for a successful time for
them in the reading group. One goal related to teaching literacy I have from this teaching
experience is to make sure the materials I choose are engaging and draw the students into
the lesson. One main reason that I feel my lesson went the way it did was because the
students were really eager to read the book and they were very engaged in the book.
Another goal I have is to make sure that even if I am working on a specific skill, I must
always continue to check in on comprehension with the students. I plan on meeting these
goals by continuing to ensure a lot of time for planning and practicing my lessons
beforehand.