1. Podcasting: Readers Theatre
What is it?
Podcasts are digital media files that can easily be shared over the Internet. They are audio broadcasts that are created by using a microphone and voice recording software (such as Audacity software, listed below).
What does the research say?
Vasinda and McLeod (2011) demonstrated ways that podcasting can be integrated with Readers Theatre to improve comprehension and fluency in elementary classrooms. In their study, they combined the fluency strategy of repeated readings with podcasting technology. Readers Theatre is an engaging activity that helps make repeated readings more authentic and engaging; it has been shown to result in “remarkable and measurable comprehension gains”, in addition to fluency gains (Vasinda & McLeod, 2011, p. 486). According to Vasinda and McLeod (2011), Readers Theatre "offers an authentic purpose for the kind of repeated practice required to become a fluent reader--especially for struggling readers" (p. 487).
Lesson Example
Grade Level: K-5 (can be adapted for any classroom)
Activity: Students will work in small groups to record a Readers Theatre script using podcasting to strengthen fluency.
Equipment/materials needed:
Resources for FREE Readers Theatre scripts:
Related Common Core Standards (click here to read each standard):
Grades K-2
RF.K.4
RF.1.4
RF.2.4
Grades 3-5
RF.3.4
RF.4.4
RF.5.4
Before students record their Readers Theatre performances, they need to know what fluency is and what fluent readers sound like. They should be familiar with characteristics of fluent reading.
Day 1: Give scripts to groups (all groups can do the same script or each group can do a different one). Assign parts and then students begin reading over the scripts.
Days 2-4: Students practice scripts in groups while teacher meets with groups for targeted instruction.
Day 5: Each group records their script and creates and saves mp3 file to the computer. Teacher uploads file to class website or blog that is accessible to parents (optional).
Days 6-7: Students self-evaluate their fluency by listening to their groups' recording, as well as recordings from other groups. A brief reflection should be written that discusses their personal strengths and areas of growth related to fluency.
**Depending on the grade level and available technology, more time may be needed to complete certain steps. Some parts of the activity will need to be altered or even excluded for younger primary students, who will naturally need more guidance and support, while older students may work more independently.
Podcasts are digital media files that can easily be shared over the Internet. They are audio broadcasts that are created by using a microphone and voice recording software (such as Audacity software, listed below).
What does the research say?
Vasinda and McLeod (2011) demonstrated ways that podcasting can be integrated with Readers Theatre to improve comprehension and fluency in elementary classrooms. In their study, they combined the fluency strategy of repeated readings with podcasting technology. Readers Theatre is an engaging activity that helps make repeated readings more authentic and engaging; it has been shown to result in “remarkable and measurable comprehension gains”, in addition to fluency gains (Vasinda & McLeod, 2011, p. 486). According to Vasinda and McLeod (2011), Readers Theatre "offers an authentic purpose for the kind of repeated practice required to become a fluent reader--especially for struggling readers" (p. 487).
Lesson Example
Grade Level: K-5 (can be adapted for any classroom)
Activity: Students will work in small groups to record a Readers Theatre script using podcasting to strengthen fluency.
Equipment/materials needed:
- recording software (such as Audacity, which is free)
- computer or laptop
- microphone (internal or external)
- Readers Theatre script(s)
Resources for FREE Readers Theatre scripts:
- Teaching Heart: http://www.teachingheart.net/readerstheater.htm
- Stories to Grow By: http://www.storiestogrowby.com/script.html
- Timeless Teacher: http://www.timelessteacherstuff.com/
Related Common Core Standards (click here to read each standard):
Grades K-2
RF.K.4
RF.1.4
RF.2.4
Grades 3-5
RF.3.4
RF.4.4
RF.5.4
Before students record their Readers Theatre performances, they need to know what fluency is and what fluent readers sound like. They should be familiar with characteristics of fluent reading.
Day 1: Give scripts to groups (all groups can do the same script or each group can do a different one). Assign parts and then students begin reading over the scripts.
Days 2-4: Students practice scripts in groups while teacher meets with groups for targeted instruction.
Day 5: Each group records their script and creates and saves mp3 file to the computer. Teacher uploads file to class website or blog that is accessible to parents (optional).
Days 6-7: Students self-evaluate their fluency by listening to their groups' recording, as well as recordings from other groups. A brief reflection should be written that discusses their personal strengths and areas of growth related to fluency.
**Depending on the grade level and available technology, more time may be needed to complete certain steps. Some parts of the activity will need to be altered or even excluded for younger primary students, who will naturally need more guidance and support, while older students may work more independently.
2. Interactive White Board (IWB): Shared Reading
What is it?
An Interactive White Board (IWB) is an interactive display that works by connecting to a computer and projector. The projector's job is to project the computer's desktop image onto the IWB. There, on the surface of the board, students can use a pen, finger, or stylus to control the computer.
What does the research say?
Gill and Islam (2011) explain that, even though IWBs seem to motivate and engage students, there have only been a few studies conducted to examine the effect of IWBs on student achievement. However, "there appears to be the potential for enhancements in whole-group teaching and learning through the use of IWBs" (Gill & Islam, 2011, p. 224). The IWB can be successfully used for shared reading, which provides opportunities for repeated reading experiences to develop fluency, vocabulary, and reading comprehension. Repeated readings also help students develop concepts about print and build sight word vocabularies.
Lesson Example
Grade Level: K-5 (can be adapted for any classroom)
Activity: Students will engage in shared reading of a text and relevant activities on the IWB.
Equipment/Materials Needed:
Related Common Core Standards (click here to read each standard):
*There are many different standards that can apply to shared reading lessons, depending on what the skill focus is. Therefore, as an example, I am only including standards related to using context clues.*
Grades K-2
L.1.4
L.2.4
Grades 3-5
L.3.4
L.4.4
L.5.4
These are brief instructions from a lesson plan found here in an article from The Reading Teacher. The article gives more lesson plan options and also visuals of how to use the IWB for shared reading.
1. Find a text such as a short poem, nursery rhyme, or song and either type it into the computer using Word or SMART board Notebook Software. You can add clip art to make it more attractive to students. Another option is to find a text online and project it straight from the Internet.
2. Choose skills and strategies that you want to focus on for the lesson. The options are endless: skills in phonics, phonemic awareness, and punctuation are a few examples that work well with shared reading.
3. Read the text to students. For young students, point to each word as you would in a big book to help with directionality and one-to-one matching. Practice repeated readings by having students choral read, read in groups, or add sounds and movements.
4. Use the selected text to teach the skills and strategies you previously identified for the lesson. Some examples for teaching:
5. Follow-up with a writing activity. For example, students can write a short poem, cover up selected words with post-it notes, and have a partner use context clues to guess the missing words.
An Interactive White Board (IWB) is an interactive display that works by connecting to a computer and projector. The projector's job is to project the computer's desktop image onto the IWB. There, on the surface of the board, students can use a pen, finger, or stylus to control the computer.
What does the research say?
Gill and Islam (2011) explain that, even though IWBs seem to motivate and engage students, there have only been a few studies conducted to examine the effect of IWBs on student achievement. However, "there appears to be the potential for enhancements in whole-group teaching and learning through the use of IWBs" (Gill & Islam, 2011, p. 224). The IWB can be successfully used for shared reading, which provides opportunities for repeated reading experiences to develop fluency, vocabulary, and reading comprehension. Repeated readings also help students develop concepts about print and build sight word vocabularies.
Lesson Example
Grade Level: K-5 (can be adapted for any classroom)
Activity: Students will engage in shared reading of a text and relevant activities on the IWB.
Equipment/Materials Needed:
- IWB
- a short text (poem, nursery rhyme, or song)
Related Common Core Standards (click here to read each standard):
*There are many different standards that can apply to shared reading lessons, depending on what the skill focus is. Therefore, as an example, I am only including standards related to using context clues.*
Grades K-2
L.1.4
L.2.4
Grades 3-5
L.3.4
L.4.4
L.5.4
These are brief instructions from a lesson plan found here in an article from The Reading Teacher. The article gives more lesson plan options and also visuals of how to use the IWB for shared reading.
1. Find a text such as a short poem, nursery rhyme, or song and either type it into the computer using Word or SMART board Notebook Software. You can add clip art to make it more attractive to students. Another option is to find a text online and project it straight from the Internet.
2. Choose skills and strategies that you want to focus on for the lesson. The options are endless: skills in phonics, phonemic awareness, and punctuation are a few examples that work well with shared reading.
3. Read the text to students. For young students, point to each word as you would in a big book to help with directionality and one-to-one matching. Practice repeated readings by having students choral read, read in groups, or add sounds and movements.
4. Use the selected text to teach the skills and strategies you previously identified for the lesson. Some examples for teaching:
- Use the highlighting feature to draw attention to onset or rime
- Use the highlighting feature to find specific sight words
- Manipulate lines of the text and then put back in the correct order
- Cover selected words with rectangles; students predict missing words by using context clues
5. Follow-up with a writing activity. For example, students can write a short poem, cover up selected words with post-it notes, and have a partner use context clues to guess the missing words.