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For all Students,

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Achieving Fluency in Reading For all Students, Using Reader s Theatre Presented by: Meryl-Lynn Pluck M.Phil (Specialising in Reading Difficulties) Trained by Marie ... – PowerPoint PPT presentation

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Title: For all Students,


1
Achieving Fluency in Reading
  • For all Students,
  • Using Readers Theatre

2
Presented by
  • Meryl-Lynn Pluck
  • M.Phil (Specialising in Reading Difficulties)
  • Trained by Marie Clay
  • Classroom Teacher
  • Resource Teacher of Literacy
  • Author of Rainbow Reading Programme
  • Author of Speak Out Readers Theatre

3
Fluent reading why is it desirable?
  • According to the students
  • When your readings not fluent its
  • slow
  • full of mistakes
  • got no meaning
  • got no spression!
  • boring and hard work
  • kind of jerky
  • shameful

4
What is fluent reading?
  • According to the experts
  • Fluent reading is
  • accurate
  • effortless (free of word identification problems)
  • appropriately phrased
  • well paced
  • smooth
  • expressive
  • well understood by both reader and listener

5
Fluent Reading why is it desirable?
  • Fluent reading is
  • an indicator of present and future skills in
    reading
  • a reliable indicator of the development of
    reading skills
  • a strengthener of present and future skills in
    reading
  • a builder of confidence and motivation in reading

6
What Instructional Strategies Foster Fluency?
  • Explicit instruction (teaching phrasing,
    expression and attention to punctuation)
  • Modeling of fluent reading for students to
    emulate
  • Practice with a variety of different text types
  • High interest books that foster expressive
    reading
  • Texts at an appropriate level of difficulty
  • Repeated readings

7
What Other Instructional Strategies Foster
Fluency?
  • Supported reading practice
  • Positive performance readings (with feedback)
  • Opportunities to respond orally and/or in writing
    to text
  • Opportunities for ongoing assessment and
    monitoring that is documented
  • Opportunities to develop an awareness of fluency
    and an ability to monitor it (meta-fluency)

8
Readers Theatre Research Proven to Develop
  • Reading fluency
  • Reading comprehension
  • Oral language
  • Vocabulary
  • Listening skills
  • Positive attitude
  • Cooperation

9
(No Transcript)
10
What is Readers Theatre?
  • Readers Theatre is repeated oral reading of
    scripts that are practised and performed to an
    audience as a group reading presentation.
    Students rely on their voices, rather than on
    acting, costumes and props, for a successful
    presentation.

11
Readers Theatre What, how, when and where?
  • Students work in small groups one group, several
    groups or whole class
  • They practise alone and together with
    audio support if available
  • and where needed
  • Flexible scheduling
  • 20 30 minutes daily
  • They present to an audience

12
Readers Theatre Procedure
Students reading levels are established Students
practise at their instructional reading level
which is achievable but challenging
13
Readers Theatre Procedure
Scripts are allocated to group/s
Group is orientated to the script
Students practise reading all of the script,
perhaps with audio support as a group, in pairs,
or alone
Group presents to audience
Parts are allocated.
Practice continues at school or at home
14
Readers Theatre Factors That Make a Difference
  • Scripts are written specifically for Readers
    Theatre

15
Readers Theatre Factors That Make a Difference
  • Audio support for
  • Model
  • Support
  • Non-threatening practice
  • Motivation
  • Increase in reading mileage
  • Exposure to texts that may not have otherwise
    been accessible

16
Readers Theatre Factors That Make a Difference
  • Scripts
  • are multi-levelled with parts that are on, above
    and below level so students can work in mixed
    ability groups, learning with and from each
    other.

17
Readers Theatre Factors That Make a Difference
  • Scripts have glossaries for vocabulary building

18
Readers Theatre Factors That Make a Difference
  • Aligned to the NZ curriculum
  • - Speaking and listening
  • - Reading and writing
  • - Presenting and viewing

19
Readers Theatre Factors That Make a Difference
  • Scripts are written by a variety of authors
    including NZ authors writing about a variety of
    topics including NZ contexts
  • Scripts comprise fiction, legends and non-fiction
    with curriculum links to Maths, science and
    social
    studies

20
Readers Theatre Factors That Make a Difference
  • Reading is enjoyable and achievable and students
    experience success
  • Scripts are short and interesting so students
    can repeat readings
  • Students read parts at their instructional
    reading level
  • Students are set up to succeed during
    orientation

21
Readers Theatre Factors That Make a Difference
  • Students are motivated to read, to practise and
    to collaborate
  • Scripts are of high interest to students whose
    interest levels may exceed their reading levels
    and are presented in an interesting manner.
  • Incentive to practise for presentation to
    audience.
  • A successful presentation is contingent on
    everyone doing well.

22
Readers Theatre Factors That Make a Difference
  • Demonstration scripts
  • Support for ELL students
  • Home-school links
  • Fluency assessment sheets for teacher, student
    and peer assessment

23
Readers Theatre Factors That Make a Difference
  • Writing inspiration for young writers by award
    winning authors who guide students in how to
    write their own scripts for Readers Theatre
  • While Readers Theatre has a lot of power on
    its own, the power is greatly increased when kids
    prepare their own scripts they are truly
    integrating reading, writing, and thinking
    skills.
  • (Prescott, 2003 The Power of Readers Theatre
    An Easy Way to Make Dramatic Changes in Kids
    Fluency, Writing, Listening and Social Skills in
    the Scholastic Instructor, 2003)

24
Readers Theatre Factors That Make a Difference
  • Practical Teachers Guides
  • Providing
  • An easy to follow classroom programme
  • Research evidence for Readers Theatre
  • Guidelines for supporting struggling readers and
    students learning English
  • Reproducible Tips for students

25
Readers Theatre Factors That Make a Difference
Accent on reading (fluency and and comprehension)
with activities that are optional and meaningful,
for consolidation enrichment and extension of
skills learned.
26
Readers Theatre Factors That Make a Difference
  • Students self-monitor, control and take
    responsibility for their learning.
  • Students are encouraged to make decisions about
    their progress (decide on next steps) and to
    develop meta-fluency.

27
Readers Theatre Students who will benefit
  • Readers Theatre is for all students
  • Students reading at expected levels
  • Students reading below expected levels
  • Students reading above expected levels
  • Slow, non-fluent readers 
  • Students lacking in confidence
  • Students learning English

28
Readers Theatre Research Proven to Improve
  • Reading fluency
  • Reading comprehension
  • Oral language
  • Vocabulary
  • Listening skills
  • Positive attitude
  • Cooperative group skills
  • AND
  • Writing (when theres a writing component!)

29
Readers Theatre Research Evidence
  • an authentic, entertaining and educationally
    powerful way to read and communicate meaning
    Readers Theatre yields improvements in word
    recognition, fluency and comprehension.
  • (Rasinski, Timothy V. (2003). The Fluent Reader
    Oral Reading Strategies for Building Word
    Recognition, Fluency and Comprehension. New York
    Scholastic)

30
(No Transcript)
31
How Can Audio-assisted Readers Theatre
Promote Fluency?
  • Explicit instruction during Orientation and
    Conference
  • Audio for modeling of fluent reading for students
    to emulate
  • Variety of authors, genre and text types
  • High interest books that foster expressive
    reading
  • Texts at an appropriate level of difficulty
  • Repeated readings

32
How Else Can Audio-assisted Readers
Theatre Promote Fluency?
  • Audio for supported reading practice
  • Positive performance readings (with feedback)
  • Opportunities to respond orally and/or in writing
    to text with written activities and discussion
  • Opportunities for ongoing assessment and
    monitoring that is documented
  • Opportunities to develop an awareness of fluency
    and an ability to monitor it (meta-fluency)

33
Why is fluent reading desirable?
  • Leaving the last word to the students
  • When your reading is fluent its
  • got rhythm and flow
  • kind of like talking
  • got meaning
  • interesting
  • a lot cooler thats a cert!
  • easy
  • like getting your training wheels off

34
Contact
  • Meryl-Lynn Pluck
  • Director
  • Rainbow Reading Programme Ltd
  • South Pacific Press
  • PO Box 561
  • Nelson
  • info_at_rainbowreading.co.nz
  • www.rainbowreading.co.nz
  • Ph/Fax 03 54 86587
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