Sami Seeman EDUC 137 Mediated Read Aloud Grade 2 Lesson Purpose: Good readers use expression when

n reading. By the end of the lesson, students will be able to use some context clues and different voices for different characters in order to use expression when dialogue in a text. Book Title: Boo-Hoo Moo Author: Margie Palatini Illustrator: Keith Graves SETTING THEM UP FOR SUCCESS A. Access Prior Knowledge What do you like to talk to your friends about? Can you tell how your friends are feeling when you hear them talk? I want you to turn to a partner and share. (Wait a minute.) Sometimes we can know if a friend is happy, sad, or mad just by the sound of their voice. Our emotions affect how we sound and the same is true for the characters in our story today. B. Preview Text Organization In todays story, there is a lot of dialogue. Dialogue is when two or more characters are having a conversation. The author shows dialogue with quotation marks and words like said, cried, or exclaimed. (Note: might have to draw quotation marks on board as not very big in book.) However, this story also has singing but the singing is in a different color than the words so that it grabs our attention. We will have to pay careful attention to the color and size of the words to give clues about how the characters should sound. C. Preview Vocabulary Just to prepare you, there are some new words that I would like to quickly define because they will help us understand the story better. The first word is bovine. Bovine is another word for cow in this book. Some of you might have heard the word siestas from your parents or siblings before and it is a Spanish word meaning naps. Pasture is a field where cows and other animals eat grass. Our last word is warbling it is a synonym of singing. D. Set Purpose for Students Today while I read, I want you to notice how I change my voice for each of the different characters when they are speaking or singing. I also want you to notice how I use some of the other words to help me use expression when reading the dialogue. Reading with expression is a strategy good readers use to better understand a story and the emotions of the characters throughout. MODEL AND SUPPORTED PRACTICE A. Explain What You Will Model I am going to start reading. There will be times when I set the book down to do a think aloud. When the book is down, I will share my thinking process.

B. Model and Link to How It Helped You as a Reader (Read until before the first boo-hoo moo. Set the book down.) I am going to stop here. Even though I havent read any dialogue yet, I know that when I speak or sing as Hilda, I will have to sound sad because the author says that Hilda was sad. (Point to words in book.) Looking ahead a little, I can also see that Hildas moo is actually blue so the author is also using specific colors to help the reader use expression. The moo is also bigger than the regular text so that also makes me think that the moo should be louder than my normal reading voice. (Read until the pig has finished speaking on page 3. Set the book down.) Now there have been three characters speaking and one who keeps singing very sadly. I can see that the author used the same Boo-hoo-moo from the first page so I should use the same sad singing voice. I also noticed that there are quotation marks that tell me a character is speaking. For the gooses voice, I know that I should speak a little lower than normal because the goose is a boy. (Point to shook his head.) For the hen and the pig, I am going to guess that the hen is a girl and the pig is a boy. If I am wrong, I can always reread the book. However, I do know that they need to sound different because they are different characters. Using different voices for the different characters will help me better understand the story and the characters. (Read through page 8-pig says The more the merrier! I know it will make me happy. Set the book down.) Now there are four characters which means I have to use four different voices. However, I know for sure that the hen is a girl (Point to gathered her chickies) and that the pig is a boy (Flip back to page 6 and point to covered his ears). I do not know if the cat is a boy or a girl, but I do know that the character is excited because the author used an exclamation point inside the quotation marks. The hen and the pig also had exclamation marks so they were excited too. When the hen was speaking, I noticed that the author italicized the word Especially. Italics are used to give emphasis so I should say the word in a way that draws attention. (Note: More examples in book on sticky notes. And yes, I got this from Beth. ) C. (Optional) Invite Students to Practice What You Modeled (Teaching Focus) While You Retain Control of Reading. Prompt Students as Needed. I chose to skip this step as it doesnt work with my focus. DISCUSS A. Discuss Modeling (Process of Reading) (Stop reading on page 16. Set the book down.) Throughout the story, I modeled how to use expression when reading dialogue. What did you notice about my expression? Turn to a partner and share your thoughts. Im going to give you a minute then I will call on some of you to share. (Wait a minute or a little more then call on 4-5 students to share with the class.) I used a variety of voices to represent the different characters but I didnt stop my expression there. The author left clues such as the font size, color of the text, certain punctuation marks, and words that specifically tell the reader how the characters should sound. All of these text clues helped me as a reader use expression and my expression helped me understand the characters feelings and the story better. Did my using expression help you understand the story? How did it help you? (Call on another 4-5 students to share.)

B. Discuss Content Although we havent finished the story, we know that the cat, goose, hen, and pig are friends with Hilda but they dont like her sad singing. Since they are such good friends, they thought of some ways to make Hilda a happier singer. I want you to turn to a partner and share a few of the ideas the characters had. (Wait a minute or two depending on student responses.) If you would like to know how the story ends, the book will be available in the class library for group or individual reading. RESPONSE, EXTENSION, OR INDEPEDNENT PRACTICE Follow-Up for Students During Independent Reading or Independent Work Time. The book will be available for independent or group reading times in the class library. If the students choose to continue reading the book, I will ask them to share some of their thinking on the later pages as that is when most of the singing occurs. However, if I am unavailable to talk to them about their thinking, I did leave a few sticky notes to help point out certain text features. For any other books the students may be reading, I will have to walk around to see if they have dialogue. If they have dialogue, I will ask them to either read a page out loud then explain their thought process or to just explain their thought process for a certain page. I will try to have some other heavily dialogued books on display for use or possibly an age appropriate play or two that small groups of students will have the option of reading together.