Achieving Reading Fluency with Reader’s Theatre

For all Students,

Using Reader’s Theatre

Achieving Fluency in Reading

Achieving Reading Fluency with Reader’s Theatre

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

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

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

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

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

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

Reader’s Theatre Research Proven to Develop

– Reading fluency– Reading comprehension– Oral language– Vocabulary– Listening skills– Positive attitude– Cooperation

Achieving Reading Fluency with Reader’s Theatre

Achieving Reading Fluency with Reader’s Theatre

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

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

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

Reader’s TheatreProcedure

Group is orientated to the script

Students practise reading all of the script, perhaps with audio

support as a group, in pairs, or alone

Parts are allocated. Practice

continues at school or at home

Group presents to audience

Scripts are allocated to

group/s

Achieving Reading Fluency with Reader’s Theatre

Reader’s Theatre Factors That Make a Difference

• Scripts are written specifically for Reader’s Theatre

Achieving Reading Fluency with Reader’s Theatre

Reader’s 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

Achieving Reading Fluency with Reader’s Theatre

Reader’s 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.

Achieving Reading Fluency with Reader’s Theatre

Reader’s Theatre Factors That Make a Difference

• Scripts have glossaries for vocabulary building

Achieving Reading Fluency with Reader’s Theatre

Reader’s Theatre Factors 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

Reader’s 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

Achieving Reading Fluency with Reader’s Theatre

Reader’s 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

Achieving Reading Fluency with Reader’s Theatre

Reader’s 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.

Achieving Reading Fluency with Reader’s Theatre

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

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

Reader’s Theatre Factors That Make a Difference

Practical Teachers’ GuidesProviding

• 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

Accent on reading (fluency and and comprehension) with activities that are optional and meaningful, for consolidation enrichment and extension of skills learned.

Reader’s Theatre Factors That Make a Difference

Achieving Reading Fluency with Reader’s Theatre

Reader’s 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.

Achieving Reading Fluency with Reader’s Theatre

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

Reader’s Theatre Research Proven to Improve:

• Reading fluency

• Reading comprehension

• Oral language

• Vocabulary

• Listening skills

• Positive attitude

• Cooperative group skillsAND

• Writing (when there’s a writing component!)

Achieving Reading Fluency with Reader’s Theatre

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

Achieving Reading Fluency with Reader’s Theatre

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

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

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

Contact

Meryl-Lynn PluckDirectorRainbow Reading Programme LtdSouth Pacific PressPO Box 561 Nelsoninfo@rainbowreading.co.nzwww.rainbowreading.co.nzPh/Fax 03 54 86587