Yolanda U. Trapp
I would read the story to myself a time or two before reading it to the group, and plan oral reading techniques that would reinforce the meaning and beauty of the prose. When reading I would be expressive, but wouldn’t exaggerate unnecessarily. I also would let the meaning guide my pauses. It is not necessary to stop at the end of each line. The mechanics would also guide my pacing and rhythm. Some lines are meant to be read quickly, others need to be read slowly, or require their own special pace and beat. Dramatic interpretation involves children physically and emotionally. I would look for actions that can be easily represented. Modeling is absolutely necessary. It is one of the instructional approaches, it encourages students to read passages out loud, and also helps students who are not readers, to listen, one of the literacy components (listen repeatedly to books, gain fluency in the native language)
Before beginning the lesson it is important to find out the prior knowledge of the students, building background, as indicators of instruction, giving them the sense that each kid is like others and different from all others.
