READING WITH EXPRESSION 2005
PROJECT DESCRIPTION
BACKGROUND
The Reading with Expression project and the establishment of the Reading
Teams were developed paying particular attention to Talking and Listening
Outcomes of the NSW Schools K-6 Syllabus (see Appendix A).
This Schools Project involved two stages:
1. The Reading with Expression activities. These were activities devised
to educate the Year 5 students about reading with expression.
2. The Reading Teams. This involved the Year 5 students reading to a
group of Kindergarten students.
The aim of the Reading Teams was to further develop the spoken language
and reading skills of the Year 5 class and to provide further exposure of
literature to the Kindergarten students to support early literacy development.
The introduction of the Reading Teams aimed to further provide the Year 5
class with:
 Increased individual reading opportunities.
 Beginning self-evaluation and reflection skills.
 Beginning peer support skills.
Some of the anticipated benefits of the Reading Teams are:
 Increased social interaction between the Year 5 and Kindergarten
classes.
 The improvement in the communication skills of the Year 5 students
resulting from their interaction with the Kindergarten students.
 Raising the self-esteem and confidence levels of the Year 5
students by giving everyone, no matter their skill level, an
opportunity to be a tutor.
READING WITH EXPRESSION ACTIVITIES
The Year 5 students were provided with education about reading with
expression through a series of whole group and small group activities (refer to
Reading with Expression Activities Book). These included:
Small Group Activity One: Introduction to Reading with Expression.
The aim was to establish a beginning awareness and understanding of the
important aspects of reading with expression. The clinicians read a book to
the students with no expression. This involved mumbling, reading fast, no
pausing, no character voices and a lack of intonation. The students were
encouraged to give feedback in the form of thumbs up or down. The story was
then reread with expression and both the clinicians and the students taking
Produced by the Riverina Schools Project Partnership, 2005.
turns at reading and talking about the important aspects of reading with
expression.
The cards were attached to the wall of the classroom to remind the students
of reading with expression after the activity was over. The activity gave an
introduction and overview of reading with expression.
Small Group Activity Two: Punctuation
The aim of this small group activity was to demonstrate what punctuation
means when reading aloud. This activity involved a discussion within the small
group about what the major punctuation marks were (comma, full stop,
exclamation mark and question mark) and what changes they mean when
reading aloud (e.g. a comma would mean that you take a little breath, the full
stop equated to a longer pause).
The groups then applied this knowledge by using punctuation marks to
change the intonation in simple sentences. Students were able to see how
paying particular attention to the words within a sentence, various
grammatical markings and changing words around, you could change the
meaning for a listener. Once the students saw a phrase, they immediately
assumed that because it looked like a sentence, you could only say it in the
traditional way, with a full stop at the end and similar emphasis on each word.
It initially challenged their thinking that you could change that same sentence
into meaning something completely different, such as a question by changing
your voice to suit a specific punctuation mark.
After the small group activity, the whole class reformed to play “Punctuation
Simon Says”, using a set of actions and sounds relating to each punctuation
mark.
Small Group Activity Three: Intonation and Character Voices
The aim for the activity was make the students aware of how changing
intonation can change the meanings of a sentence. A whole class activity was
focused on intonation, and how the meaning of a sentence can be changed
when different words within the sentence are emphasised. Simple sentences
were written on the board (e.g. what do you want?), and a line was drawn
underneath the word to be emphasised. Together, the entire class recited the
sentence to the clinicians, changing the intonation for the selected word. The
children were able to discuss with their peers how the meaning of the
sentence had changed.
The class divided into three small groups to work on an activity focusing on
character voices. Each student in the group was given a card that had a
sentence written on one side with directions on how the sentence is to be read
to their peers. For example, “I don’t want to go home” – to be read in a sad
voice. The other students in the class had to guess what directions were given
to the student about how the sentence was to be read.
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Group Activity Four:
appropriate books.
Kindergarten
Management
and
Choosing
The aim of the activity was to assist the students in their management of the
kindergarten students by discussing strategies that can be used to engage
their attention. The aim of the second activity was to discuss and identify what
makes an appropriate book for reading to the kindergarten students. This
activity involved splitting the class into halves and alternating between the two
activities.
Whole Group Activity: Reflection Sheets
The aim of this activity was to discuss the importance of reflection and selfevaluation on learning and to demonstrate how to fill in the Reflection Sheet.
This activity involved an overview or summary of terms and concepts that the
Year 5 students had been working on within the previous activities.
THE READING TEAMS
The Year 5 class was divided into four groups of six or seven students. These
were known as their Reading Teams. Each Reading Team was taken to
library to choose a book to read their group of Kindergarten students.
Students were able to apply information given to them during the tutorial about
choosing appropriate books. The library sessions were scheduled one week
prior to each group’s turn so that there was sufficient time to practice reading
their book.
The implementation of the Reading Teams took place on Wednesday
afternoons after assembly. Students in each Reading Team were introduced
to the Kindergarten students and then allocated either two or three
Kindergarten students to read to. The Year 5 students took the Kindergarten
students to their own spot in the quadrangle to read their book.
A later addition to the Reading Teams saw the Kindergarten students bringing
their readers along. When the Year 5 students were finished reading their
book, the Kindergarten students read their books back to the Year 5 students.
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Appendix A:
Reading Out Loud – Stage Three Talking and Listening Outcomes
TS3.1 Communicates effectively for a range of purposes and with a
variety of audiences to express well developed, well-organised ideas
dealing with more challenging topics.
 joins in group or individual recitations of a variety of familiar and new
poems (including students’ own poems)
 recites a variety of poems in groups and individually
 rehearses and tells a story to peers or younger children using
approaches designed to engage the listener
TS3.2 Interacts productively and with autonomy in pairs and groups of
various sizes and composition, uses effective oral presentation skills
and strategies and listens attentively.
 speaks with clarity and uses appropriate intonation, volume and pauses
when presenting
 uses gesture, posture, facial expression, tone of voice, pace of
speaking to engage the interest of an audience as culturally
appropriate
 detects strategies that speakers use to influence an audience, eg.
emotive language, one-sided presentation of information, exaggerated
claims
TS3.3 Discusses ways in which spoken language differs from written
language and how spoken language varies according to different
contexts.
 understands that the listener can influence the speaker, eg, the listener
can ask questions to clarify meaning
 explains that spoken text does not need to be as explicit as written text
because it can be changed when delivered to accommodate the
audience
TS3.4 Evaluates the organisational patterns of some more challenging
spoken texts and some characteristic language features.
 talks about the use of pause and repetition for effect in spoken texts
 talks about appropriateness of spoken language features in
spontaneous, planned and rehearsed situations.
 observes and discusses the way voice and body language affect
audiences and can be used to enhance meaning and influence
interpretation
 explores the relationship between intonation and punctuation
 explores the relationship between intonation, emphasis and meaning
 evaluates speech, taking into account presentation, content and
situation.
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Reading
with
Expression
Activities
Produced by the Riverina Schools Project Partnership, 2005.
Reading with Expression Activities
Table of Contents
Page 3 ……..…....... Introduction to Reading with Expression
Page 6 …................. Understanding the Meaning of Punctuation
Page 7 ……………. Intonation and Character Voices
Page 9 ……………. Choosing books and Kindergarten Management
Page 11 …..………. Self-evaluation and the Reflection Sheet
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Activity: Introduction to Reading with Expression
NSW Schools English Syllabus K-6: TS3.2; TS3.3; TS3.4
Time: 20 minutes.
Aim: To establish beginning awareness and understanding of the important aspects of
reading with expression.
Task:
1. Read a story to group of students without expression. For example, mumbling,
low volume, no pausing, fast speech rate, no character voices, no eye contact,
bad body posture, don’t show pictures, don’t change tone of voice.
2. Ask some questions to start discussion. For example, what could I have done
better? How could I make the story more exciting?
3. Discuss important aspects of reading with expression.
 Pausing at full stops and commas
 Using character voices
 Changing voice at exclamation and question marks
 Speaking clearly so everyone can hear
 Using good eye contact and body posture
 Speeding up and slowing down
 Changing voices to bring ‘feeling’ to the story
 Showing the pictures to the audience
4. Re-read the same story with varied levels of expression. Ask the students to
rate the expressive reading, giving ‘thumbs up’ for good reading and ‘thumbs
down’ for poor reading.
5. Directed discussion focusing on the above mentioned important aspects of
reading with expression.
Note: This activity could be adapted into a whole class activity by reading the book to
the whole class. Students can still give ‘thumbs up’ and ‘thumbs’ down feedback.
After discussion, the students could then read their own books to each other in pairs
using the expression techniques.
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Pausing at full stops
and commas
Using character
voices
Changing voice at
exclamation and
question marks
Speaking clearly so
everyone can hear
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Using good eye
contact and body
posture
Speeding up and
slowing down
Changing voices to
bring ‘feeling’ to the
story
Showing the pictures
to the audience
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Activity: Understanding Meaning of Punctuation Marks.
NSW Schools English Syllabus K-6: TS3.4
Time: 20 minutes.
Aim: To demonstrate what the different types of punctuation marks mean when
reading with expression.
Task:
1. Discuss the four basic types of punctuation marks found in texts.
 Full stop
 Comma
 Exclamation mark
 Question mark
2. Discuss within the group how the following sentences would change with
different punctuation and how this may change the meaning of the sentence to
a listener.
a. The town is never quiet. e.g. The town is NEVER quiet. Is the town
never quiet?
b. There is something at the window.
c. The dog is brown.
d. It is very late.
e. My shirt is on backwards.
f. It is bedtime in the henhouse.
g. Somebody is creeping in.
h. The dogs are in trouble.
i. Everyone is getting ready for bed.
3. Punctuation Shapes: Students are given 2 minutes per punctuation mark to
come up with the most creative way to make the different punctuation marks.
Students are not given resources for this activity, they must only use
themselves. Students should be encouraged to work as a team.
Whole Group Activity: Simon Says
1. Show the students the actions and sound effects for each punctuation mark.
 Full Stop: Crouched down in a ball and making no noise.
 Comma: Bent down with hands behind knees and a gasping sound to signify
taking a breath.
 Question mark: Arms bent above head to form question mark shape and say
“What?” with expression.
 Exclamation Mark: Arms straight above head and shouting “Ahhhh!”
2. Run game as per ‘Simon Says’ rules.
Activity: Intonation and Character Voices
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NSW Schools English Syllabus K-6: TS3.4
Time: 20 minutes
Aim: To create awareness of how using intonation can change the meaning of
different sentences.
Task:
1. Whole group activity for Intonation: Discuss intonation and how meaning
can be changed when different words are emphasised. Write sentences on the
board. Underline words which the students are to emphasise. Have the
children discuss how the meaning has changed.
For example,
I never go to parties (eg. I don’t go to parties often).
I never go to parties (eg. I don’t go to parties talking to someone who does).
I never go to parties (eg. I don’t go to things like parties, maybe somewhere
else).
What have you done?
What have you done?
What have you done?
What have you done?
I wish he had gone.
I wish he had gone.
I wish he had gone.
What do you want?
What do you want?
What do you want?
2. Small Group Activity for Character Voices: Cards are handed to students in
the group (see next page). Students do not show each other their cards. Each
card contains a sentence and how the sentence is to be read. For example, “I
don’t want to go home” and sadly. Other students in the group have to guess
how the sentence was to be read.
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Cards for Character Voices Activity
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Say the following sentence in a SILLY voice:
Didn’t you promise that the grass would be blue?
Say the following sentence in a CHEERFUL
voice:
Well it’s a lovely day today.
Say the following sentence in a QUICK voice:
I didn’t put my name in that cup.
Say the following sentence in a LOUD voice:
You can’t be hungry.
Say the following sentence in a FRIENDLY
voice:
Do you want to play?
Say the following sentence in a QUIET voice:
Don't tell anyone but I have a secret.
Say the following sentence in a SHY voice:
I’m not very good at making friends.
Say the following sentence in a RUDE voice:
Who cares what you think?
Say the following sentence in a JOKING voice:
You’re so silly.
Say the following sentence in a SLOW voice:
Listen to me very carefully.
Say the following sentence in a HAPPY voice:
Friday is the last day of term.
Say the following sentence in a SURPRISED
voice:
I can’t believe you bought me flowers.
Say the following sentence in a CARING voice:
I’ll look after you when you feel sick.
Say the following sentence in a NERVOUS
voice:
You mean I have to go in there.
Say the following sentence in a JEALOUS
voice:
I wish my mum bought me new shoes like yours.
Say the following sentence in a GUILTY voice:
I only took four cookies from the jar.
Say the following sentence in a SAD voice:
I don’t want to go home.
Say the following sentence in an EXCITED
voice:
It’s my birthday tomorrow.
Say the following sentence in an ANGRY voice:
I want you to clean your room right now.
Say the following sentence in a SCARY voice:
I wouldn’t go in there if I was you.
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Activity: Choosing books and Kindergarten Management
NSW Schools English Syllabus K-6: TS3.1; TS3.2; TS3.3
Time: 20 minutes (10 minutes for each task).
Aim:
1. To assist the students in their management of the kindergarten students by
discussing strategies that can be used to engage their attention.
2. To discuss and identify what makes an appropriate book for reading to the
kindergarten students.
Task:
1. Kindergarten Management
Strategies for keeping the Kindergarten’s attention
 Keep them entertained – Read with expression.
 Be energetic, loud and outrageous – make it fun for both of you.
 Introduce the book. Talk about the front cover and the title and what the story
might be about.
 Sit against a wall and then the Kindergartens will only get a choice of you or
the wall.
 Find a spot away from other groups.
 Be confident – if you’re confident the Kindergarten are more likely to listen to
you.
 If you need to, tell them to listen, sit still or be quiet.
 Stop reading when the Kindergartens stop listening.
Strategies for if you finish early
 Ask the Kindergartens to choose a favourite page, picture, character or part of
the story. Ask them why it is their favourite. Get the Kindergarten students
thinking and talking about the story.
 Reread the story. You could ask the Kindergartens if they can remember what
happens.
 Have the Kindergarten students retell the story back to you.
 Swap Kindergarten students when another Year 5 has also finished reading.
2. Choosing Appropriate Books
Discuss the points on the “Choosing books for Reading Teams” poster (see next
page). Take a random selection of books from the library. Make sure to get some
inappropriate books such as non-fiction and novels which the Kindergarten students
wouldn’t understand or be interested in. Discuss each book and if it would be
appropriate for reading to the Kindergarten students.
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CHOOSING BOOKS FOR
READING TEAMS
 Pick a book that would be
interesting to the Kindergarten
students.
 Pick a book that tells a story that
the Kindergartens will understand.
 Pick a book that has lots of
pictures.
 Pick a book that has a text size
that your audience can read.
 Pick a book that you can talk about
afterwards.
 Pick a book that has just the right
amount of words – not too little and
not too many!
Hints:
 Think of a book that you used to
like when you were younger.
 Pick a book that you feel
comfortable reading.
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Activity: Self-evaluation and Reflection Sheets
NSW Schools English Syllabus K-6: TS3.2; TS3.4
Time: 15 minutes.
Aim:
1. To discuss the importance of reflection and self-evaluation on learning.
2. To demonstrate how to fill in the “Reflection Sheet”.
Task:
1. Discuss with the class the importance of self-evaluation and reflection on
learning. It aims to have the students think about what the skills they have and
what they might need to do to improve their reading and tutoring skills. It
should be emphasised to the students that there are no right or wrong answers
and their answers will be confidential.
2. Discuss the rating scale of the Reflection Sheet (see next page). The rating
scale is as follows:
Not so good --------- Good --------- Fantastic
1
2
3
4
5
Students are to rate themselves on the following aspects covered in the
Reading with Expression activities.
 Fluency
 Pace
 Character voices
 Intonation
 Change in volume
 Pausing at commas
 Pausing at full stops
 Changing voice at question marks
 Changing voice at exclamation marks
The Reflection Sheet also requires students to think about:
 What went well during the session?
 What didn’t go well during the session?
 What could been done differently to make next time better?
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READING TEAMS REFLECTION SHEET
Name: _________________________
Date: _________________________
Not so good --------- Good --------Fantastic
Fluency
1
2
3
4
5
Pace
1
2
3
4
5
Character voices
1
2
3
4
5
Intonation
1
2
3
4
5
Change in volume
1
2
3
4
5
Pausing at commas
1
2
3
4
5
Pausing at full stops
1
2
3
4
5
Changing voice at question marks
1
2
3
4
5
Changing voice at exclamation marks
1
2
3
4
5
What went well today?
_____________________________________________________________________
_____________________________________________________________________
What didn’t go well today?
_____________________________________________________________________
____________________________________________________________________
What could you do differently to make next time better?
_____________________________________________________________________
_____________________________________________________________________
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