Achieving Fluency in Reading

1. Achieving Fluency in Reading For all Students, Using Reader’s Theatre Achieving Reading Fluency with Reader’s 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 Reader’s Theatre Achieving Reading Fluency with Reader’s Theatre

3. Fluent reading … why is it desirable? According to the students … “When your reading’s not fluent it’s • slow • full of mistakes • got no meaning • got no ‘spression! • boring and hard work • kind of jerky • shameful” Achieving Reading Fluency with Reader’s Theatre

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 Achieving Reading Fluency with Reader’s Theatre

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 Achieving Reading Fluency with Reader’s Theatre

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 Achieving Reading Fluency with Reader’s Theatre

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) Achieving Reading Fluency with Reader’s Theatre

8. Reader’s TheatreResearch Proven to Develop • Reading fluency • Reading comprehension • Oral language • Vocabulary • Listening skills • Positive attitude • Cooperation Achieving Reading Fluency with Reader’s Theatre

9. Achieving Reading Fluency with Reader’s Theatre

10. What is Reader’s Theatre? Reader’s 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. Achieving Reading Fluency with Reader’s Theatre

11. Reader’s TheatreWhat, 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 Achieving Reading Fluency with Reader’s Theatre

12. Reader’s TheatreProcedure Students’ reading levels are established Students practise at their instructional reading level …which is achievable but challenging Achieving Reading Fluency with Reader’s Theatre

13. Reader’s TheatreProcedure 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 Achieving Reading Fluency with Reader’s Theatre

14. Reader’s TheatreFactors That Make a Difference • Scripts are written specifically for Reader’s Theatre Achieving Reading Fluency with Reader’s Theatre

15. Reader’s TheatreFactors 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 Achieving Reading Fluency with Reader’s Theatre

16. Reader’s TheatreFactors 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. Achieving Reading Fluency with Reader’s Theatre

17. Reader’s TheatreFactors That Make a Difference • Scripts have glossaries for vocabulary building Achieving Reading Fluency with Reader’s Theatre

18. Reader’s TheatreFactors That Make a Difference • Aligned to the NZ curriculum - Speaking and listening - Reading and writing - Presenting and viewing Achieving Reading Fluency with Reader’s Theatre

19. Reader’s TheatreFactors That Make a Difference • Scripts are written by a variety of authorsincludingNZ 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 Achieving Reading Fluency with Reader’s Theatre

20. Reader’s TheatreFactors 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 Achieving Reading Fluency with Reader’s Theatre

21. Reader’s TheatreFactors 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. Achieving Reading Fluency with Reader’s Theatre

22. Reader’s Theatre Factors That Make a Difference • Demonstration scripts • Support for ELL students • Home-school links • Fluency assessment sheets for teacher, student and peer assessment Achieving Reading Fluency with Reader’s Theatre

23. Reader’s 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 Reader’s Theatre “While Reader’s 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 Reader’s Theatre: An Easy Way to Make Dramatic Changes in Kids’ Fluency, Writing, Listening and Social Skills” in the Scholastic Instructor,” 2003) Achieving Reading Fluency with Reader’s Theatre

24. Reader’s TheatreFactors That Make a Difference Practical Teachers’ Guides Providing • An easy to follow classroom programme • Research evidence for Reader’s Theatre • Guidelines for supporting struggling readers and students learning English • Reproducible “Tips” for students Achieving Reading Fluency with Reader’s Theatre

25. Reader’s TheatreFactors 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. Achieving Reading Fluency with Reader’s Theatre

26. Reader’s TheatreFactors 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. Achieving Reading Fluency with Reader’s Theatre

27. Reader’s TheatreStudents who will benefit: • Reader’s 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 Achieving Reading Fluency with Reader’s Theatre

28. Reader’s Theatre Research Proven to Improve: • Reading fluency • Reading comprehension • Oral language • Vocabulary • Listening skills • Positive attitude • Cooperative group skills AND • Writing (when there’s a writing component!) Achieving Reading Fluency with Reader’s Theatre

29. Reader’s Theatre Research Evidence “…an authentic, entertaining and educationally powerful way to read and communicate meaning … Reader’s 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) Achieving Reading Fluency with Reader’s Theatre

30. Achieving Reading Fluency with Reader’s Theatre

31. How Can Audio-assisted Reader’s 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 Achieving Reading Fluency with Reader’s Theatre

32. How Else Can Audio-assisted Reader’s 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) Achieving Reading Fluency with Reader’s Theatre

33. Why is fluent reading desirable? Leaving the last word to the students … “When your reading is fluent it’s • got rhythm and flow • kind of like talking • got meaning • interesting • a lot cooler that’s a cert! • easy • like getting your training wheels off” Achieving Reading Fluency with Reader’s Theatre

34. Contact Meryl-Lynn Pluck Director Rainbow Reading Programme Ltd South Pacific Press PO Box 561 Nelson info@rainbowreading.co.nz www.rainbowreading.co.nz Ph/Fax 03 54 86587 Achieving Reading Fluency with Reader’s Theatre