Reading a short poem or rhyme with expression for Primary 1

Class: Primary One
Term: Second Term
Week: 8
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Reading
Focal competence: Performing the actual act of reading
Key competencies/values: Creativity and Innovation; Communication; ICT and Digital Competencies
Skills:

• Reading skills

Previous Lesson: Creating rhyming pairs and short rhyme lines in Phonemic Awareness
Topic: Guided Reading
Subject Matter: Reading a short poem or rhyme with expression

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Read a short poem or rhyme with appropriate voice expression.
• Answer simple oral questions to confirm understanding of the poem.

Affective Domain

• Show enjoyment while reading poems with expression.

Psychomotor Domain

• Demonstrate different voice expressions while reading.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Macmillan Primary English for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Approved publisher-neutral text (a simple poem or rhyme written on a chart)
• Letter, word and picture cards
• Exercise books and pencils
• Markers and whiteboard/chalkboard

Rationale for the Lesson

This lesson helps pupils develop fluency and comprehension by teaching them to read with expression. It encourages them to connect with the text emotionally, making reading more engaging and meaningful. Mastering expressive reading builds confidence and improves overall communication skills from an early age.

Prerequisite/Previous Knowledge

Pupils can identify letters, blend sounds to form simple words, and read short, familiar words.

Lesson Content/Board Summary

Guided Reading

What is Reading with Expression?

Reading with expression means using your voice to show the feelings, actions, or mood in a poem or story. It makes reading sound interesting and helps others understand what you are reading. You can make your voice:

1. Happy
2. Sad
3. Excited
4. Quiet
5. Loud

A Short Poem for Expressive Reading

Let’s read this poem with expression:

My Little Ball

My little ball, so round and red,
Bounces high above my head.
I throw it up, it comes right down,
The happiest ball in all the town!

It rolls and rolls across the floor,
Then bounces out and through the door.
I run to catch it, quick and fast,
My little ball, it’s built to last!

Understanding the Poem

After reading a poem, we can answer questions about it to show we understand what it means.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Repetition, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Rhyming/Engagement

Teacher’s Activity: The teacher greets the pupils and introduces the idea of rhyming words by saying simple pairs like “cat-mat,” “fan-man,” “bed-red.” The teacher then models creating short rhyme lines, e.g., “A cat sat on a mat.”

Pupils’ Activity: Pupils listen, repeat the rhyming pairs, and try to blend or segment words as guided by the teacher.

Learning Point: Rhyming words practice

Step 2: Explaining Expression

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that reading is not just saying words, but also showing feelings with our voice. “When we read, we can make our voice sound happy, sad, or excited, just like the story or poem feels. This is called reading with ‘expression’.” The teacher demonstrates reading a simple sentence in different tones (e.g., “I am happy” with a happy voice, then a sad voice).

Pupils’ Activity: Pupils listen attentively and observe the teacher’s demonstrations of different voice tones.

Learning Point: Meaning of expression

Step 3: Teacher Models Expressive Reading

Time: 8 minutes

Teaching Skill: Modelling/Reading Aloud

Teacher’s Activity: The teacher presents the poem “My Little Ball” on a chart. The teacher reads the poem aloud clearly, slowly, and with appropriate expression, emphasizing the happy and energetic parts. The teacher points to the words as they read.

Pupils’ Activity: Pupils listen carefully to the teacher’s expressive reading, following along on the chart.

Learning Point: Teacher’s expressive reading

Step 4: Guided Expressive Reading (Lines)

Time: 8 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher reads the poem line by line or stanza by stanza, and the pupils repeat after the teacher, trying to imitate the expression. The teacher provides feedback and encourages pupils to use their voices to match the words.

Pupils’ Activity: Pupils repeat the lines after the teacher, focusing on matching the expression and tone.

Learning Point: Expressive reading practice

Step 5: Guided Expressive Reading (Whole Poem)

Time: 5 minutes

Teaching Skill: Collaborative Reading

Teacher’s Activity: The teacher guides the whole class to read the entire poem together, encouraging them to maintain the expression learned. The teacher listens and gently corrects any lack of expression.

Pupils’ Activity: Pupils read the poem together as a class, trying to read with appropriate expression.

Learning Point: Full poem expression

Step 6: Confirming Understanding

Time: 3 minutes

Teaching Skill: Questioning/Comprehension

Teacher’s Activity: The teacher asks simple oral questions about the poem to check understanding, such as: “What colour is the ball?” “What does the ball do?” “Where does the ball go?”

Pupils’ Activity: Pupils answer the simple questions orally.

Learning Point: Poem comprehension

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Read the first stanza of the poem “My Little Ball” with a happy voice.
2. What does it mean to read with expression?
3. What colour was the ball in the poem?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Expressive reading assessment

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the poem “My Little Ball” from the board into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Poem note copying

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher praises the pupils for their effort in reading with expression and reminds them that reading with feeling makes stories and poems more fun. The teacher encourages them to always try to read with expression.

Pupils’ Activity: Pupils listen and acknowledge the importance of expressive reading.

Learning Point: Importance of expression

Continuous Assessment/Further Study

Type: Homework

Instruction: Read the poem at home to your parents or guardians, trying to use a happy voice. Ask them to tell you if you read with expression.

1. Practice reading the poem “My Little Ball” aloud.
2. Try to make your voice sound happy when you read it.
3. Tell your parents what the ball does in the poem.

Lesson Keywords

• Expression – using your voice to show feelings when you read.
• Rhyme – words that sound similar at the end (e.g., red, head).
• Poem – a short piece of writing that often rhymes and has a rhythm.
• Voice – the sound you make when you speak or sing.
• Feeling – what you sense inside, like happy or sad.

Differentiation

For weaker learners: Provide extra modelling and allow them to repeat lines multiple times. Use picture cards to help them understand the meaning of words and guide their expression. Focus on just one or two lines for expressive reading.
For faster learners: Encourage them to read the entire poem independently with expression. Ask them to identify other rhyming words or suggest different feelings for other simple sentences.

Suggested Lesson Videos

For further understanding, search on YouTube for: Primary 1 reading with expression poems

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have a simple, clear poem or rhyme written on a chart or board. Practice reading it with exaggerated expression to effectively model for the pupils. Begin by engaging pupils with rhyming activities to warm up their phonological awareness. Clearly explain what “expression” means using simple language and demonstrate with varied voice tones. Guide pupils through reading the poem line by line, then as a whole class, providing positive reinforcement and constructive feedback on their voice modulation. After reading, use simple oral questions to check their comprehension of the poem’s content. Allow pupils to copy the poem into their notebooks during the note-taking stage. Encourage them to practice reading expressively at home to reinforce the skill.