First of all, I just want to say that this particular blog post is focused on helping your Language Arts students learn to recognize and analyze an author’s tone, inflection, and meaning! But for ways to actually get your students to read aloud with their own tone (so that reading aloud isn’t a horrible experience!), check out this blog post dedicated solely to handouts and steps for getting your kids to read aloud with TONE!
You can tell what a writer thinks of his or her own character just by looking at how that character is described!
To help avoid the trap of having kids sit there and not write anything because “I’m thinking” or because “I don’t know what to say”, set a classroom timer for maybe 5 or 6 minutes to spur them on to getting the work done. This isn’t to stress them out or to point at the ones who don’t finish– it’s simply meant as a way to manage your classroom time and to help your procrastinators get something on paper. It’s ok if some kids don’t finish. They can still swap papers when the timer goes off and read each other’s stories. Have them circle the words and phrases that prove or support the tone they were trying to create. How were they able to create that feeling in the mini-story without actually using the word “suspicious” to do so?