Design for Learning

Instructor: Ellie Knox

Lesson Title: Reading with Expression
Curriculum Area: Language Arts

Grade Level/Cooperating Teacher: 1st/ Gartman

Date: 11/3/2015
Estimated Time: 30 Minutes

Standards Connection:
[RF.1.4] Read with sufficient accuracy and fluency to support comprehension.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
Learning Objective(s):
Students will read A Carrot for Bunny with appropriate expression according to the
checklist provided.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls, we are going to practice reading with expression! We have been
discussing this in our past meetings, but today, we are going to work on it even more. We
are going to focus on looking at the end marks while we read. You will read A Carrot for
Bunny for me, and I will listen for proper expression. I will be using this checklist as I
listen to your reading.
Evaluation of Learning Objective(s):
The students will read A Carrot for Bunny to the teacher. The students tone and
volume must reflect the punctuation mark in each of these sentences. The teacher will
follow on the checklist provided. She will be listening for the students tone of voice to
reflect the punctuation mark in each sentence. When the student reads the sentences that
are questions, the teacher is looking for the pitch to increase at the end, as if asking a
question. When the student reads the sentences that are exclamations, the teacher is
listening for the students voice to become louder and reflect excitement. The students
must receive at least 2 yesses out of 2 on the checklist to be in the green zone. Students
who receive 1 yes out of 2 on the checklist will be in the yellow zone. Students who
receive less than 1 yes out of 2 on the checklist will be placed in the red zone for
remediation.
Engagement:
The teacher will call the students over to the table. Ok boys and girls, I would like you to
join me over here at this table in the corner. We are going to meet there for our lesson
today. Before she walks to the table, she will put the dicut dots on her shirt. Once she
goes to the table, she will sit down slowly. She will speak in a slow and monotone voice.
I have a problem today. The teacher will sigh. I think I have come down with a virus, but
I just do not know exactly what is wrong. The teacher will ask the students what they
think could be wrong with her. Does anyone have an idea what could be wrong. The
teacher will specifically state the question as a statement in a monotone voice. I have
spots, dont I. Well, this must be worse than I thought. The teacher will give the students a

sad look. Hmm.. I think this is a case of Statementitis. It is up to you all to help me feel
better, because I really just feelwellboring. The teacher will grab her bag. I have
always been told that there is something to fix this, but I have never tried before. The
doctor gave me this bag, and he said that the items here will cure my boring sentences.
The teacher will pull out a dicut exclamation mark. HmmI wonder what this is. The
teacher will wait for the students to tell her that it is an exclamation mark. That is odd, I
wonder why the doctor gave me an exclamation mark. Why would I need an exclamation
markThe teacher will pause. Wait, that is an example of an endmark! The teacher will
speak in a very excited voice and emphasize the exclamation. My voice is better! So, do
you all think I am better. The teacher will go back to speaking in a monotone voice for
the question. Oh no! My voice sometimes goes back to being boring. Wait! The teacher
will reach her hand back into the bag. Looks like the doctor gave me one more item. The
teacher will pull out a dicut question mark. What can this be. The teacher will wait for the
students to tell her that it is a question mark. A question mark! Why would I have another
end mark? The teacher will emphasize the question in the statement. Wait! Did you hear
that?! My voice is back to normal! The teacher will take the dots off of her shirt. Who
can raise their hand and tell me how the question mark and the exclamation point cured
my sickness? The teacher will prompt the students to tell her that the end marks changed
her sentences. My sentences are no longer boring, are they? That is because I spoke
using the correct end marks. Now, I know you know how to use your voice to show me the
end mark that you mean, but we are going to look at how we can read and show our
audience what the end marks are while we read. This is a part of reading with expression.
Transition to teaching
Learning Design:
I. Teaching:
The teacher will have the students say the word expression with her. On the count of
three, I want you to say the word with me. One, two, threeEXPRESSION. Good job.
Reading with expression means that you actually are meaning the words that you say.
One part of reading with expression is paying attention to the end marks of the sentences
that we read. Who can remind me of the different kinds of end marks in sentences? The
teacher will have each student tell her a different end mark. She will then have them draw
the end mark on the white board. Awesome job everyone! The teacher will point to the
exclamation mark. Student B, can you tell me what type of sentences these are used in?
Are they plain ole statements, or are the exciting? Yes! They are exciting, and some might
even include yelling. The teacher will point to the period. Student A, can you tell me what
type of sentences these are used in? Correct! These are used in statements. Statements
are just saying something normally. The teacher will point to the question mark. Student
C, can you tell me what type of sentences these are used in? Correct! These are used in
questions. The teacher will transition into reading Dont Let the Pigeon Stay Up Late!
That was a great review, and now that we know our three end marks, I am going to read
a story to you. This story is called Dont Let the Pigeon Stay Up Late! While I read it, I
am going to ask you questions about our end marks and how my voice sounded as I read.
The teacher will read Dont Let the Pigeon Stay Up Late! That was such a funny story,
wasnt it? I loved reading as the Pigeon. Did you hear how my voice changed with every

page? I was reading with expression. The teacher will now share with the students what
reading with expression is not. I want to show you how it sounds when you do not read
with expression. Listen carefully and tell me the difference. I will read it two times. One
will be with expression and one will be without expression. After I read the sentences
twice, I am going to have you hold up a one or a two on your fingers for which you think
sounds better. The teacher will read Cmon! Whats five minutes in the grand scheme of
things!? with no expression in her voice. Ok, that was my first reading. The teacher will
read the page again with extra expression and paying careful attention to reflect the end
marks in the sentences. That was the second reading. You can hold up your fingers now. I
see you all are holding up twos. I liked two better as well. Student C, why did you like the
second reading? Ok, I agree. It sounded like the Pigeon was actually saying the
sentence! That is reading with expression. The first time I read, I was not paying
attention to the end marks, so it did not sound good at all! The teacher will go to the
white board. We are now going to look at the different types of punctuation and how our
voices should sound when we read. First, we are going to look at a question mark. I have
a video to show you about our friend Question Markowitz. The teacher will play the
Question Markowitz Youtube video. Student A, what type of sentences do we use
question marks with? Yes! We use question marks with questions. The teacher will write
Can I have a glass of water? on the board. To understand how we are supposed to say
the sentence, we need to look at the end mark. Before she reads the sentence, she will ask
one of the students to circle the end mark and identify the name of the end mark. Student
A, I want you to circle the end mark in this sentence. Good, now what is the end mark?
Yes! It is a question mark. How does our voice sound when we read a question? I want
you three to each take a turn asking a question to one another. I want you to listen to
each other, and I want you to think about how your voice changes when you ask a
question. The teacher will give the students one minute to ask their questions. Awesome
job! After you say your sentences, I want you to discuss with one another how you think
your voice should sound when you read a question. The teacher will give the students
thirty seconds to discuss together how their voices should change. Who can tell me how
our voices should sound when we read questions? Student B? Yes! Our voices should get
higher at the end of the sentence. Just how Question Markowitz voice got higher as he
spoke, we want our voices to sound like that when we read questions. Let me read the
sentence I wrote on the board earlier. The teacher will read the sentence aloud while
emphasizing the word water in a higher pitch. The teacher will erase the question mark
first. Now, I want you to read it with me. Lets read it together. We are first going to read
it without any punctuation. I want you to read it as if it were a statement. The teacher will
read the sentence together with the students. Excellent job everyone. That is how we
would read if this were a regular statement, but it is not! The teacher will add the ? to the
sentence. Now, I really want to hear your voice reflect that you are reading a question.
Lets try again. The teacher will read the sentence again with the students. That was
awesome! Did you hear the difference between the two? Didnt our reading sound so
much better when we paid attention to the punctuation? Yes! It sure did. Student A, on
what word did our voices get higher? That is correct, our voices got higher on the word
water. Just like how we speak when we ask a question, we need to read like that. Who
else can remember a question that the Pigeon asked in the book? The teacher will flip
through the book. If the students do not remember another example, the teacher will

prompt them. The teacher will turn to the page, How about five more minutes? She will
have each student read the page to her. I want you each to read this page to me, and I
want you to say the sentence how we know questions should be asked. What word does
our voice get higher on? Student C? Yes! Our voice got higher on the word minute.
Excellent job everyone. Ok, that was one half of my cure, but who can remember the
other end mark that the doctor prescribed for me? Correct. It was an exclamation mark. I
have a video about Ms. Exclamation that we are going to watch. The teacher will play the
Ms. Exclamation Youtube video. Student A, what types of sentences do we use the
exclamation mark with? Yes! We use them with exciting sentences or even when we are
yelling. So, we would want our voices to sound that way when we read a sentence with an
exclamation point! Did you hear how excited Ms. Exclamations voice sounded? Yes! The
teacher will write Okay, that was not a yawn! on the white board. She will read the
sentence loudly and excitedly. Student A, will you first circle our end mark. Excellent job.
Student B, what is our end mark here? You are correct! It is an exclamation mark. I want
you all to give examples of sentences that would have exclamation marks. The teacher
will give the students one minute to give examples of sentences with exclamation marks.
Ok, the timer went off. It is time to come back together. Who can give me an example of a
sentence with an exclamation mark? The teacher will allow one student to share an
example. Great thinking! The difference between a sentence with an exclamation mark
and a period is the difference of voice. Who can remind me how our voice sounds when
we ask a question? Correct, our voices rise at the end. So, what do our voices sound like
when we speak with an exclamation mark? Who can raise their hand and tell me? Yes,
our voices get louder and sound more excited. How should our voices sound when we
read a sentence with an exclamation point? Student C? Yes! Our voices should sound
louder and more excited. Ms. Exclamations voice was so excited and was louder than
just a statement. Remember, we read expressively the way that we would speak. The
teacher will point to the phrase written on the board. She will erase the exclamation mark.
We are going to first read this like a statement. Lets read this together. The teacher will
read with the students. Wow, that was boooooooring! Lets put our exclamation point
back in and see how that sounds. Student B, you have been sitting so well and raising
your hand so well, will you put my exclamation point back in this sentence? The teacher
will allow the student to write the exclamation point. Great job. Ok, we are going to read
this again, but this time I am listening for your voice to show that we are reading a
sentence with an exclamation point. The teacher will read the sentence with the students.
That was awesome! Did you hear how your voices really changed while reading that? I
want your voices to sound like that while you read! I have another sentence to read. The
teacher will turn to the page that says, Im not tired! She will have each student read
the page to her. I want you each to read this sentence for me, and I want to hear the
expression in your voice. After each student reads, the teacher will transition to practice
Now that you know how your voices should sound when you read sentences with
exclamation points and question marks, it is time for you to practice together. You all
have done such an amazing job so far! Keep up the good work.
II. Opportunity for Practice:
The teacher will give the students sentence strips to the students. There are three students,
so they will work together as a group. I have 12 sentence strips that I will give you all.

They have both questions and exclamations on them. I want you to practice reading them
out loud together. The teacher will pass out four strips to one student. I want you to read
these to the other students. After you read them, I want you to show the sentences to your
friends. Give them a chance to look at the sentence as well. After the student reads
through the four sentences, the teacher will give the second student the second group of
sentences. Now it is your turn to read these sentences, I want you to show the sentences
to your friends after you read them. Ask them for help if you need any. After the student
reads through the four sentences, the teacher will give the third student the set of
sentences. Now it is your turn to read these sentences, I want you to show the sentences
to your friends after you read them. Ask them for help if you need any. After the third
student has read the sentences, then the teacher will gather the sentence strips. Excellent
work everyone! I really heard your voices reflect the end marks. Transition to
assessment
III. Assessment
The teacher will call each student individually to read A Carrot For Bunny to her.
Students will read A Carrot for Bunny with appropriate expression according to the
checklist provided. She will first introduce the checklist. Ok boys and girls, now it is your
turn to show me how you can read with expression. I am going to call you over and listen
to you read. I will be looking at this checklist. I am listening for your voice to get higher
at the end when you read the questions, and I am looking for your voice to get louder and
more excited when reading an exclamation. The teacher will call one student at a time
over to her. She will hand them the passage, and she will read the title to the student as
she points to each word. She will ask the students to look over the passage to see if there
are any words that they do not know, and she will help them sound it out before they
begin reading. She will use the checklist. She will be listening for the students tone of
voice to reflect the punctuation mark in each sentence. When the student reads the
sentence that is a question, the teacher is looking for the pitch to increase at the end, as if
asking a question. When the student reads the sentence that is an exclamation, the teacher
is listening for the students voice to become louder and sound more excited. After each of
the students has completed the assessment, she will bring them back to the table for the
closure. Transition to closure
IV. Closure:
You all did such an amazing job today boys and girls! I really appreciate your hard work.
I really think that I am cured from my case of Statementitis. I think I was just not paying
attention to any other type of punctuation while I read. I want you each to demonstrate
how your voice should sound when you read a question. The teacher will write a question
on the board. She will write, What is your name? Lets read this together, and I want to
hear your voice show that you are reading a question. The teacher will read with the
students. That was so great! The teacher will write an exclamation on the board. She will
write, I just won a toy! Now, I want you to show me how to read an exclamation. We
are going to read this together. The teacher will read with the students. Wow! I am so
impressed everyone! You were such hard workers. Remember, when we read, we want to
sound like we are speaking. We do not want to sound like robots or have another case of
Statementitis. If you pay attention to the end marks when you read, then your reading will

sound so much better and more expressive! The teacher will send the students back to
their desks. Great work. You may all go back to your desks now.
Materials and Resources:
Ms. Exclamation Youtube video- https://www.youtube.com/watch?
v=AHSKFbdYq1U
Question Markowitz Youtube video- https://www.youtube.com/watch?
v=AC3WqM-0TpI

Dont Let the Pigeon Stay Up Late! by Mo Willems

One Dicut question mark

One dicut exclamation point

Eight construction paper periods

12 Sentence strips

3 Copies of the expression checklist (attached)

3 copies of A Carrot for Bunny (attached)

Differentiation Strategies (including plans for individual learners):

Students in the green zone will be given a book on their reading level to partner read
together and practice expression with each other.
Students in the red zone will be given a different set of sentence strips to practice
individually with the teacher. The teacher will first read the sentence and model proper
expression, and then the student will read the sentence.
Data Analysis:
I realize a checklist might not have been the best form of measuring this assessment.
Some students needed to first read the sentence to decode. If the messed up, I had them
reread the sentence. I never had to model it for them again. Three students were in the
green zone. I had to get each of them to reread or point out punctuation marks to them,
but I am confident that they all understand the importance of looking at the end marks
and reading how they would discuss. While they had to reread the sentences, I am
confident that they are in the green zone. More work can always be done, but now I
believe they are ready to move forward towards another part of expression.

Reflection:
I think that this lesson went very well overall! I am very pleased with the
students responses to the lesson. They were very engaged and seemed to have fun while
learning. My previous lessons were whole group, so this was very different teaching in a
small group. This engagement was my best one so far, because I did something besides
reading a book. I truly think that I understand the importance of engagement, and I know
how to write a proper engagement now. I saw how the students were very interested in
my engagement. I also saw how engaging technology could be for the students. While I
still do not want to use technology as frequently as others might, I saw the benefits. The
students listened to the video, because it was entertaining. The engagement and
technology really seemed to keep the students engaged.
I liked using the white board in front of the students to allow them to also write o
the board. They enjoyed getting a chance to write on the board, and it helped that they
could see. I also loved using the sentence strips. I think that this group practice worked
really well, and the boys seemed very interested. I had to do the second half of the lesson
with the two boys and later retell the girl, because she had to go to intervention. I think
that she would have benefitted from the whole lesson, but I could not fix that. I was very
pleased with the way that the lesson played out overall.
I believe that I would change the waiting for people during the assessment. While
this was not an issue for just one child to wait, Ms. Gartman recommended having the
children practice the sentence strips that they used in the group practice time. I think that
this is a great idea and would be useful if more than one student waited to complete the
assessment. I also would change the form of assessment. I am not sure how else I could
assess, but I did not like the checklist. I might next time have the student read it one time
without being checked completely and then read it again for assessment.

Samford University
Design for Learning

A Carrot for Bunny

I went to water the plants in my garden. I found
a carrot. I do not like to eat carrots! What should I do
with this carrot? I saw my bunny in its cage. I think I
know what to do! I will give the carrot to my bunny.
My bunny loves carrots! Do you like carrots?

Checklist for Expression

The students pitch increased at the end of the sentences to
reflect the sentences with a question.
Yes_____

No_____

The students volume increased as he read the sentences

with the exclamation mark and reflected excitement.
Yes_____

No_____