Posts Tagged ORF
Perhaps many of you have figured this stuff out long ago. Me, after nearly 25 years of teaching, I recently had a couple of instructional epiphanies.
The first one was when one of my 5th graders showed me a picture of her mother. “This was at the visitation center,” she said. “The only time I get to see my mom is when we go to the visitation center.” A day later we were on our way to the local science museum when another student pointed out the window and piped up, “I think that’s the safe house we stayed at one time.” Later that same day my admin handed me my latest set of Oral Reading Fluency scores showing both of those students near the bottom. As I looked over the rest of the data, I suddenly realized all my lowest performing students are victims of childhood trauma: violence, tempestuous divorce, drugs, homelessness… Then, taking a look at my top performers, I realized nearly all are from healthy, financial stable, intact families. Thinking back over years of high and low test scores, the correlation is obvious. Early-childhood trauma and neglect may be the most significant factor contributing to academic failure. Politicians who ignore it are insincere in their efforts to “improve schools.”
If you’re like me, you’re constantly wrestling with how to help these kids. What works? We’re not going to undo the trauma or erase their memories. When it comes to reading, however, I’ve landed on three things that appear to hook them, three things that seem to motivate even these reluctant readers to put some “miles on the tongue.”
The first, naturally, is Read Aloud Plays. I write and promote read aloud plays not merely because I want to sell you a script, but because they’re exceptionally effective. I don’t need to belabor the point here. If you want to know more about reader’s theater, including the brain research that supports it, check out my free download entitled, “Why Use Drama?”
Roald Dahl books are also compelling for this group of kids, though admittedly this may be as much about my own enthusiasm for Matilda and The Witches as it is the books themselves. I have so much fun reading aloud sections of Boy or having small groups read Fantastic Mr. Fox, even my most reluctant readers catch the Dahl bug.
But the best thing I’ve discovered lately is the I Survived series. These books are written by my editor at Storyworks, Lauren Tarshis, so it surprises me that it’s taken me so long to start using them in class. This year, having finally amassed enough copies, I was able to assign all my students the task of reading one during silent reading sessions. Yeah, I know: SSR is often a waste of time; many students—especially the struggling ones—only pretend to read. Consequently, I use an approach I call “Directed Silent Reading.” It works with any age-appropriate books, but because these I Survived books have consistent themes, high-interest plots, and conquerable reading levels, they’re particularly fruitful. So much so that even my lowest performing students are begging for more.
I begin by telling my students they’re only going to read for a minute. At the end of the minute, I ask the kids to “turn and talk” to a neighbor about something they found interesting from their minute (or two) of reading. After they’ve had a couple minutes to share, I then ask for three or four volunteers to share out with the class. As the students hear their classmates tell about Hurricane Katrina or Pearl Harbor, the enthusiasm becomes contagious. We repeat the process, this time for three or four minutes of reading, and then again for eight to ten more. You can vary the questioning, too. “Be prepared to tell us something you know about your main character,” or “Provide some details about the story’s setting” are other “go to” questions. By the end of the session, all my kiddos have read for 20 minutes, discussed what they’ve read, and have invested enough in the story that they’ve committed to it. You don’t get such enthusiasm or commitment from homework reading, traditional SSR, or even oral reading, especially not from struggling readers.
There are no easy answers when it comes to overcoming the childhood trauma suffered by our lowest-performing students. But by using plays, Roald Dahl books, the I Survived series, and Directed Silent Reading, perhaps we can help them create a survival story of their own.
Imagine if we tested prospective drivers the way we test our students for reading fluency. Instead of mumbling to the newly-turned sixteen year old to “make a left hand turn at the next intersection,” the DMV test administrator would give a whoop and shout, “Alright Jimmy, if you can get this Taurus doin’ 120, you’ll have your license in no time!”
Driving too fast is dangerous. That’s why we don’t encourage our young drivers to exceed the speed limit. That’s why we have speed limits to begin with. What we want from people is thoughtful driving. Thoughtful driving means being aware of the road signs, pedestrians, and potential hazards. It means being under control. Even NASCAR drivers practice being safe and under control.
Good readers are also thoughtful and under control. They’re aware of hazards, such as awkward sentences, irony, and homographs, which may require them to slow down or re-read. They’re familiar with road signs, such as periods, commas, indentations, and quotation marks, each requiring a change in cadence, a certain inflection, or merely a tap on the brakes. And good readers are aware of those pesky pedestrians—their audience.
Rare is the young reader who can read fast and under-control. Just as there are no ten-year-olds driving at Daytona, we shouldn’t be pushing our fifth graders to read 200 words per minute. In fact, I think the emphasis on speed as the primary measure of reading fluency is probably damaging our young readers. I think we’re actually handicapping our kids.
I was listening to one of my struggling readers the other day. She’s of normal intellect, works hard, and has normal phonic skills (I’ve checked ‘em). But over the past five years, she’s been taught that what’s important is that she attains that magic number—that ever-increasing oral fluency reading rate. It was no surprise listening to her read that she was trying to go so fast that she was stumbling over every third word and having to re-read every other phrase—and this was in a casual reading environment, not the ORF test.
This problem is not limited to struggling readers. How many of your “benchmark-meeting” readers blow through endmarks, substitute minor words, and run-over complex words? How many of your speed readers are thoughtless readers?
Instead of measuring fluency based on words per minute read, we should be emphasizing modest speeds and safe driving habits. Unfortunately, quantifying thoughtful reading is far more complex than generating the data a weekly one minute reading test provides. With no push to get the data miners out of our schools, the question becomes, how do we teach thoughtful reading despite the education industry’s ill-placed emphasis on speed?
One great way is with Read Aloud Plays.
Plays require students to read the way they speak, to use inflection and recognize punctuation. Plays require personality and accuracy. Frequent play reading, particularly if it includes performance, requires thoughtful reading.
To prove my point, try having your students read a play using their best 171 word per minute pace. Make sure the kids have never seen the play before (after all, dry reading is another element of the ORF test). One of my fifteen minute plays will take all of four minutes. The kids may be rolling on the floor with laughter—until you ask them to summarize what they read (many of my plays, such as those from Symbols of America, include comprehension tests).
I encourage you to then spend several sessions reading the same play thoughtfully, culminating with a simple performance in front of the class. Emphasize reading the way the given character would talk. Such plays will be enjoyed and understood by audience and performers alike.
Black History Month is a great time of year to incorporate Read Aloud Plays into your instruction. From slavery and civil war, to Jackie Robinson, to the civil rights struggle, I have numerous scripts ready for your students to hone their thoughtful reading skills. If you’re new to using plays, be sure to download my free guide, Why Use Drama? which provides a host of tips. And if you’re worried about the Common Core, don’t be. Drama is mentioned 47 times in the CCSs.
Turn your wanna-be NASCAR readers into thoughtful readers with Read Aloud Plays.