Hello,
My students love Reader's Theatre. We start with some professionally
published examples and then go on to making our own. Groups make up their
own in sections for longer selections or a come up with a complete play for
shorter readings. This goes along with dialog study in a great way!
We also listen to part or all of a selection that is professionally read (CD
or tape), compare it to my reading and then let groups have their own chance
to portray a selection. This is a great way to teach things like inflection,
character, irony, figurative language that only comes alive when spoken...it
can get silly at times but the students get over that quickly when they see
silly doesn't fit the author's intent. Radio broadcasts found on CD and tape
help students "see" what just a reading can be like and how much can be
portrayed through just the sounds they hear.
The students and I really love the cell phone commercial out right now where
the tone and body language of the actors does not "fit" the words they're
saying. We've had fun discussing what we're used to hearing and why
dissonance occurs if what we expect doesn't happen.
Chris Hughes
Central #104 O'Fallon, IL
Message: 3
Date: Tue, 10 Oct 2006 10:09:19 -0400
From: "Bill IVEY" <[EMAIL PROTECTED]>
Subject: [LIT] Oral Fluency
To: [email protected]
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset=ISO-8859-1
Hi!
I just received an electronic newsletter from NMSA in which Dennis
Cavanaugh discusses oral fluency. After making a case for its importance
to all content teachers, he gives two suggested ways to build oral fluency:
1. Readers Theatre - essentially using plays as a way of presenting
information. The topic might be literary - or it could be, as Cavanaugh
points out, the water cycle!
2. Repeated Readings - First, the teacher reads a selection several times
in a variety of ways. Second, students pair up and read to each other.
Third, students take turns in what he calls "popcorn reading" wherein when
a student's turn is up, s/he will choose a random person to continue. Note
the strong importance of modeling in this technique.
What are your experiences with this techniques to build oral fluency?
What other techniques would you offer?
Take care,
Bill Ivey
Stoneleigh-Burnham School
------------------------------
_______________________________________________
The Literacy Workshop ListServ http://www.literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org.
Search the LIT archives at http://snipurl.com/LITArchive.
End of lit Digest, Vol 12, Issue 8
**********************************
_______________________________________________
The Literacy Workshop ListServ http://www.literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org.
Search the LIT archives at http://snipurl.com/LITArchive
