Posts Tagged reading instruction

High Stakes Testing Leads to High Blood Pressure

The Birthmark scope cover pageThis time last year I admitted to a high degree of frustration when it comes to standardized testing. It drives my blood pressure up when fifth grader after fifth grader gets pulled out of class to either test or get remedial instruction. Rarely (if ever) do I have my full group. It makes for some dysfunctional lessons requiring the reteaching of material to kids who were already struggling to grasp material from previous missed sessions. Still, as my Admin is fond of saying, “testing is the reality in which we live.” Embrace it or die (at least that’s how I translate it). And with the Smarter-Balance test hitting the streets next year, it’s evident this testing craze isn’t going away anytime soon (can’t wait to hear from parents when their kids go home and say they flunked the ‘smarter test’).

Well, I’m happy to say my current students have once again done just fine on state standardized tests, especially in reading where nearly all either met standards or growth targets and average fluency scores soared. Why mention it here? Because I long ago abandoned traditional text books and instead built my reading program around read aloud plays. Along with chapter books and content reading (primarily history content from Storyworks magazine), read aloud plays are the mainstay of my instruction. Not only do they build fluency and provide the framework to teach comprehension skills, they also increase the love of reading.

While some of my colleagues look at the new Common Core Standards with trepidation, I’m confident my young thespians will continue to thrive. As always, I’m already mapping out another year of plays. You can see my tentative plans below, and if you’d care to jump on the reader’s theater bandwagon, you’ll find all of the titles (and many more) either on my TpT Storefront, in one of my books^, or coming soon via this website*.

I’ll close with one warning: using read aloud plays to improve test scores means more than just handing out scripts and inviting kids to read. To see the nuts and bolts of how it’s done, download my free article, Why Use Drama?

September–Introductory: Rikki Tikki Tavi^, Peter Rabbit, Argument at Mount Rushmore^

October—Just for Halloween: Penelope Ann Poe’s Amazing Cell Phone, The Tell-Tale Heart^, Cyclops v Odysseus

November/December–Holidays: Ebenezer Scrooge*, Gabriel Grub*, The Necklace^

January–American Revolution: The Secret Soldier*, The Legend of Betsy Ross^, Eagles Over the Battlefield^

February–Slavery & Civil War: Spies & Rebels, Freedom for the First Time, Box Brown’s Freedom Crate

March/April–Civil Rights: How Jackie Saved the World, Selma to Montgomery: Let it Shine*, I Have a Dream: The Childhood of MLK^

May—Just for Fun: A Piece of String*, Ransom for Red Chief*, The Nose^

All right, I’ll close (for real this time) with the fine print: Using Read Aloud Plays won’t stop your classroom instruction from being interrupted by standardized testing. Nor will it prevent your blood pressure from soaring due to the same. But done right, read aloud plays will have a positive impact on your reading test scores.

Happy directing!


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I Propose a Speed Limit for Young Readers

speed limit for young readersImagine 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.

Happy directing!

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How Engaging are Read Aloud Plays?

Why Use Drama cover 220x289How engaging are read aloud plays? Consider this bit of anecdotal evidence:  In December my students were working on my adaption of Guy DeMaupassant’s The Necklace for presentation on stage, as well as a movie version of A Christmas Carol (which you can view if you scroll down a couple of posts). Consequently the kids went home for vacation with both these scripts tucked away in their binders.  Upon returning, one of my students shared how on Christmas her family decided to use the scripts and act out the plays themselves.  Imagine the scene:  Dad croaking out “Bah Humbug,” middle school brother haunting him in the night, and Grandma chiming in as The Ghost of Christmas Yet to Come. Note, too, that my student at the core of all this receives SPED services. These plays have gripped her (and her family) in a way that novels and text books haven’t.  In my classroom, students regularly read chapter books in our “Book Clubs” and get plenty of instruction with short works, poetry, and non-fiction using Storyworks classroom magazine, but over twenty years of teaching, it’s consistently been the read aloud plays that most engage them.  And let’s conclude with this, when was the last time your students took the text book home and read it around the Christmas tree? Visit my TeachersPayTeachers store for access to dozens of engaging play scripts. Each has been classroom-tested, most were originally published by Scholastic–which means they meet the highest standards–and all come with full production rights, meaning your $3 gets you a class set you can use year-after-year. Happy directing!

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Plays Meet 47 Common Core Standards!

Common Core logoAdmit it. You’re using one of those big fat textbooks to teach reading, one of those monstrosities brought to you by publishers determined to make sure its refrigerator-box full of materials met every standard ever concocted in Texas, California, Pennsylvania, the U.S. Protectorates, and Saturn’s Ring. Too bad the kids are yawning.

If you’re like most people, the new Common Core Standards might have you a bit flustered. You can rely on those textbooks, which will provide certain coverage of the standards but will drive your students back to their video games, or you can delve into literature, classroom magazines, and reader’s theater, which will require more documentation on your part but will more likely create lifelong readers. The truth is, using what administrators like to call “supplementary material” is more engaging to students, more enjoyable to teach, and not so hard to justify against the CCSs. Consider this: “drama” is mentioned nearly fifty times in the Standards! That being the case, reader’s theater is more relevant than ever.

Here are just a few examples from the Reading Standards for Literature (RL) where drama or an element of drama is explicitly referenced:

RL4.5Explain major differences between poems, dramas, and prose….
RL5.4Explain how a series of chapters, scenes or stanzas fits together….
RL5.6Describe how a narrator’s or speaker’s point of view influences how events are described.
RL6.3Describe how a particular story’s or drama’s plot unfolds in a series of episodes….
RL7.3Analyze how particular elements of a story or drama interact.

And don’t assume that using drama is only useful in teaching drama. One user of my play adaption of the classic short story, The Monkey’s Paw, commented how reading the play helped her students comprehend the original text. Because plays have to break stories down to their essence, using adaptions of classic stories is likely to help students meet the RL standards for any number of otherwise challenging texts at the high end of the “complexity band” (RL4-8.10)

But plays also help students meet standards in Reading Fluency. Consider RF 4.4cUse context to confirm or self-correct word recognition and understanding…. Because drama puts the reader in the moment, and because the playwright cannot waste words within a 20 minutes classroom script, students are more able to make immediate contextual connections. In fact, drama is ideal for improving reading fluency in general. Because it mimics the repetition beginning readers use when first learning to read, it actually forms new neural pathways. (Check out the brain research by Vgotsky and others, or for a shortcut, read my article “Why Use Drama.”)

Recently, a former student of mine provided a powerful endorsement of using drama to teach literature. I hadn’t seen this young man for over four years, but he told me he’d just been thinking of me the day before. He’d been sitting in his 8th grade English class yawning over yet another mundane text book assignment when his mind drifted back to my then-third grade classroom. “I was just thinking about hopping around our classroom stage when we did that Aesop’s Fables play,” he said. “I enjoyed that.” That seems pretty telling to me.

Ready to set aside that textbook for a while and give drama a try? You can find a wide variety of read-aloud plays at my TeachersPayTeachers store. Try my Ebenezer Scrooge play (available only for the holidays), Peter Rabbit (excellent for intermediate kids to present to youngers), or Box Brown’s Freedom Crate (kids love experimenting with a southern dialect). You’ll also find numerous titles appropriate for Black History Month, which is right around the corner. Nearly all my plays have been previously published in Scholastic classroom magazine’s such as Storyworks and Junior Scholastic, so you can rest assured that they meet the highest standards. Not sure how to make it all work? Click here. For samples of kids performing classroom plays click on the “podcasts” tab up top. And for still more validation of using drama to meet the CCSs, check out this article from the New York Times.

Happy directing!

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