Reading With Expression

Overview

Lesson 9 of 16 in Empowered English: Tuarere Tahi. Students reread short, familiar texts in English and te reo Māori, building accuracy, smoothness, appropriate pace and expressive oral reading through supported practice.

Learning intentions

• WALT read familiar texts accurately and smoothly.
• WALT use punctuation and meaning to guide our expression.
• WALT practise reading in English and te reo Māori.
• WALT listen respectfully and give helpful feedback.

Success criteria

• I can read a familiar text without stopping often.
• I can read words accurately and notice full stops, commas and question marks.
• I can change my voice to match the meaning or feeling.
• I can encourage a partner and name one strength.

Curriculum links

• Oral language: listen, respond and speak clearly for a purpose.
• Reading: decode and read familiar texts with increasing accuracy, fluency and understanding.
• Written language: notice how punctuation and sentence structure support meaning.
• Te ao Māori and language learning: value te reo Māori and practise pronunciation respectfully in meaningful contexts.

Lesson structure (60 minutes)

1. 0–7 minutes – Welcome and listening warm-up Display the learning intentions using the welcome and learning intentions slides. Explain that fluent reading sounds like talking: it is accurate, smooth and expressive, rather than rushed. Briefly practise saying a familiar greeting or sentence in te reo Māori, modelling careful pronunciation and inviting students to listen and repeat respectfully.

2. 7–15 minutes – Teacher modelling Show a short familiar text in the modelling slides. Read it once in a flat, word-by-word voice, then read it again smoothly with appropriate pauses and expression. Ask: “Which reading helped us understand the meaning?” Invite students to identify a full stop, comma, question mark or word that changed the voice. Clarify that accuracy and meaning matter more than speed.

3. 15–25 minutes – Echo and choral reading Give each student the familiar-text fluency practice sheet. Use one short English text and one short te reo Māori text, with picture support and repeated high-frequency words. Read one sentence at a time; students echo-read. Then reread the whole text together as a class, tracking print with a finger or pointer. Repeat the te reo Māori text at a comfortable pace, modelling pronunciation rather than asking students to guess unfamiliar sounds.

4. 25–38 minutes – Partner repeated reading Organise students into pairs, with supportive reading partners where possible. Partner A reads the English text while Partner B follows the words and listens; then they swap. Repeat the text two or three times, aiming for smoother reading and better expression each time. Students then practise the te reo Māori text in the same way. Circulate, quietly prompt with the first sound or phrase, and avoid interrupting every error.

5. 38–48 minutes – Performance reading groups Place students in groups of three or four. Using the group-reading instructions and expression prompts, assign each group a section or role from a familiar text. Students rehearse how to pause, emphasise important words and use a voice that matches the meaning. Groups perform one reading to another group, or to the class if time allows. Applaud effort, clear pronunciation and respectful listening.

6. 48–55 minutes – Feedback and second attempt Model kind feedback: “I noticed…” and “Next time, try…”. Partners use the two prompts on the fluency feedback section to name one strength and one manageable next step. Students reread a selected sentence or short section, applying the feedback. Teachers listen to a range of readers, particularly those who need extra support.

7. 55–60 minutes – Plenary and check-out Revisit the learning intentions on the plenary slides. Ask: “What makes reading sound fluent?” and “How did rereading help?” Students show with fingers one to three how confident they feel reading a familiar text, then tell a partner one strategy they will use next time. Collect worksheets or note observations for the next lesson.

Resources

• the fluency lesson slide deck with hook, modelling, instructions, prompts and plenary.
• the familiar-text fluency practice sheet.
• Two short, familiar, decodable or shared texts: one in English and one in te reo Māori.
• Text copies for the teacher and enlarged classroom display.
• Pointer, reading ruler or fingers for tracking print.
• Whiteboard and markers.
• Timer or visual countdown.
• Optional audio model from a fluent speaker approved by the school or local community.

Assessment

• Listen during partner and group reading, noting accuracy, phrasing, pace, attention to punctuation and expression.
• Use the worksheet feedback and confidence check to identify students who need further modelling, decoding practice or repeated reading.
• Record a brief anecdotal note for selected students: one strength and one next teaching step. Do not assess te reo Māori pronunciation against unfamiliar language knowledge; focus on respectful participation, careful listening and willingness to practise.

Differentiation

• Support: use shorter texts, larger print, picture cues, repeated phrases and echo reading. Pair students thoughtfully and provide the first sound or phrase rather than supplying every word.
• Support for beginning readers: rehearse key words before reading, allow tracking with a finger, and let students join in choral reading before reading independently.
• EAL/SEN: pre-teach meaning with pictures and gestures, offer additional processing time, and accept oral rehearsal or recorded reading as evidence of progress.
• Extension: invite confident readers to mark a text with pause, emphasis and question-mark cues, then coach a partner using specific, encouraging feedback.