Expressive Poetic Reading

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WALT & Success Criteria

WALT:

• Read Australian limericks with appropriate intonation and expression.
• Understand and explain the rhythm, structure, and humour in limericks.
• Clarify vocabulary meaning using context.
• Engage in discussion to deepen text understanding through questions and VIPERS skills.

Success Criteria:

• I can read limericks aloud using clear expression and rhythm.
• I can explain the meaning of new words by looking at the surrounding words.
• I can identify and discuss the humour and structure of limericks.
• I can ask and answer questions about the poem using full sentences.
• I can participate in paired and group reading confidently.

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National Curriculum Links (England) — Year 4

Reading:

• Word Reading: Apply growing knowledge of root words, prefixes, and suffixes to read aloud and understand new words (NC programme of study: Reading - Word Reading).
• Comprehension: Develop positive attitudes to reading, understanding of what is read; discuss texts and predicting, questioning, clarifying and summarising using VIPERS (NC Reading - Comprehension).
• Reading Fluency: Read aloud with appropriate intonation and expression (NC - Reading: Word Reading).
• Poetry: Discuss and evaluate how authors use language, including figurative language, considering impact on the reader (NC - Reading: Comprehension & Poetry Study).

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Lesson Overview

Time	Activity	Details	Strategies	Differentiation
5 mins	Introduction & Vocabulary Exploration	Introduce Australian limericks. Pre-teach key vocabulary using context. Discuss limerick structure (5 lines, AABBA rhyme).	Modelled reading of vocab, context clues discussion.	Dyslexia-friendly: Use coloured overlays, ear reading with headphones (recorded vocabulary). Provide word maps with definitions and pictures.
10 mins	Reading the Text: Modelled, Echo & Choral Reading	Use an Australian limerick from the teacher’s file. Teacher models expressive reading with clear intonation. Echo reading: class repeats smaller parts after teacher. Choral reading: entire class reads together for fluency and expression practice.	Modelled, echo, choral reading.	For SEN or EAL pupils, echo smaller chunks; for advanced pupils, read different stanzas with varied expression or intonation.
8 mins	Paired Reading and Discussion	Pupils pair up and take turns reading limericks aloud. Encourage positive feedback using success criteria. Discuss questions prompted by VIPERS: vocabulary, inference, prediction, explanation, retrieval, and sequencing related to the poem. Use ABC (Agree, Build, Challenge) model to support talk.	Paired reading, ABC discussion, VIPERS questioning.	Mixed-ability pairs to support scaffolded discussion. Dyslexic pupils may use dyslexia-friendly text copies. More able pupils are given challenge questions for deeper thinking.
5 mins	Fluency & Comprehension Review Game	“True or False” quiz based on the limericks read. Pupils respond by moving to ‘True’ or ‘False’ zones in the classroom, promoting physical engagement and retrieval practice.	Active learning, retrieval practice.	Alternative: For pupils with mobility/dyslexia challenges, answer verbally or use response cards.
2 mins	Plenary & Reflection	Whole-class discussion summarising what makes limericks fun and engaging. Pupils self-assess against success criteria. Set extension task for home.	Metacognitive reflection.	Extension: Write their own limerick about Australia using learnt vocabulary and structure.

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Detailed Lesson Breakdown

1. Introduction & Vocabulary Exploration (5 mins)

• Show limerick on PowerPoint. Read aloud and ask pupils to listen carefully.
• Highlight selected vocabulary words (e.g. kookaburra, billabong, dingo). Use images and talk about context clues to infer meaning.
• Discuss limerick structure: 5 lines, AABBA rhyme scheme.
• Dyslexia-Friendly: Display text in dyslexia-friendly font and colours. Use reading rulers and auditory support.

2. Modelled, Echo & Choral Reading (10 mins)

• Teacher reads limerick aloud expressively (modelled reading). Pupils listen.
• Teacher breaks down the limerick into phrases — pupils echo read each phrase.
• Entire class does choral reading together to build fluency and intonation. Encourage varied expression (e.g. funny, surprised).

3. Paired Reading and Discussion (8 mins)

• Pupils pair up, take turns reading limericks aloud. Use peer feedback focusing on intonation, expression, and fluency.
• Provide differentiated VIPERS questions:
  • Vocabulary: What does ‘billabong’ mean?
  • Inference: Why is the kookaburra laughing?
  • Prediction: What might happen next in the limerick?
  • Explanation: How does the rhythm add to the fun?
  • Retrieval: Which animals are mentioned?
  • Sequence: What happens first in the poem?
• Use ABC model to deepen discussion:
  • Agree: “I agree with that because…”
  • Build: “I would add that…”
  • Challenge: “I see it differently because…”

4. Fluency & Comprehension Review Game (5 mins)

• Statements about the limericks read are called out (e.g. “The kookaburra is laughing at the billabong.”). Pupils show understanding by moving to True or False areas.
• This interactive activity reinforces comprehension and makes learning dynamic.

5. Plenary & Reflection (2 mins)

• Recap success criteria. Ask pupils what they found fun or interesting about limericks.
• Self-assessment: thumbs up, sideways, or down based on how well they met success criteria.
• Set home extension for advanced learners: write own Australian-themed limerick using learnt vocabulary and structure.

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Differentiation & Inclusion Strategies

Learner Group	Strategies
EAL/Lower Ability	Support vocabulary with visuals, pre-teach words, use echo reading in smaller parts, paired with supportive partner.
SEN/Dyslexic Pupils	Dyslexia-friendly fonts and overlays, provide audio recordings, multisensory tasks, smaller reading chunks, allow use of text-to-speech tools.
Advanced Learners	Challenge with writing own limericks, explore figurative language deeper, and manipulate rhythm and rhyme schemes.
Whole Class	Use mixed reading strategies (modelled, echo, choral, paired) to reach varied learning preferences.

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PowerPoint Presentation Outline

1. Slide 1: Title
   Expressive Reading with Aussie Limericks

2. Slide 2: WALT and Success Criteria

3. Slide 3: Australian Limerick Example (with text and illustration)

4. Slide 4: Vocabulary Focus (pictures + words)

5. Slide 5: Limerick Structure Explained (AABBA rhyme, syllable rhythm)

6. Slide 6: Modelled Reading Video Clip/Audio (teacher-led)

7. Slide 7: Echo Reading Directions

8. Slide 8: Choral Reading Practice

9. Slide 9: Paired Reading Tips & VIPERS Questions

10. Slide 10: ABC Discussion Model

11. Slide 11: True or False Quiz (interactive movement)

12. Slide 12: Plenary & Self-Assessment

13. Slide 13: Home Extension Task & Encouragement

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This plan integrates the DfE Reading Framework 2025 teaching strategies with a rich focus on reading fluency, comprehension, vocabulary, and student engagement through spoken word forms and partner work. It aligns fully with the Year 4 National Curriculum reading objectives and is inclusive, accessible, and challenging.