Time to Shine
Improving Fluency Through Performance Café
Stage of Literacy Development:
Stage 2: Consolidation / FluencyAges:
6-9
Grade Range:
2nd 3rdFood Groups:
Primary: Reading Fluency & Expression
Activity Description
Preparation:
1. Gather several poetry books and individual poems of varying reading levels and topics
2. Choose a poem to model fluent reading and effective performing
3. Gather chart paper and markers
4. Arrange for another class to come and view your students perform their poetry
5. Gather additional items to create an inviting café environment
Implementation:
Session 1:
1. Explain that students will be selecting, practicing and performing poems
2. Facilitate discussion about the features of great performers
a. For example, “How do great performers sound?” and/or “What kinds of things do great performers do to captivate their audience?”
b. List students’ suggestions on chart paper
3. Model a poetry performance
a. Show students the difference between a poor performance (for example, speaking quietly with the poem held in front of their face) and a fantastic performance (for example, speaking loudly and clearly with the poem held below their face)
b. While modeling, incorporate many of the great performer features previously suggested by students
4. Assist students in selecting a poem to perform
a. Provide several options from poetry books
b. Allow students to decide whether they would prefer to work individually, in pairs, or in small groups
c. Encourage students to choose a ‘just-right’ poem – not too easy, not too hard
5. Provide students with ample time to practice their chosen poem (until they can read it fluently)
a. Consult with students individually or in their groups about any difficult words or questions they have about performance techniques
Session 2:
1. Support students as they set up the classroom for the performance cafe, for example:
a. Set up desks/chairs so that they face a stage area
b. Decide on order of performers
c. Add additional touches to make it feel inviting and authentic, such as twinkle lights
2. Begin performance cafe
a. Welcome visiting class to your performance cafe
b. Introduce performer(s) and the name of each poem before it is read
c. At the end of the show, thank visiting class for attending your performance cafe
Adaptations For
English Language Learners/ESL:
- Provide dual-language poems
- Allow students to perform poem in both first language and English
- Pair ELL students with proficient English speakers and readers during practice and performing of poems
LD/Reading & Writing Difficulties:
- Allow students to choose and practice a poem several days before the rest of the class
- Select material students can read comfortably without much assistance
Allow students to listen to poem on tape before/while practicing
- Provide cards with features of great performers for students to refer to while practicing
Cultural Appropriateness & Diversity:
- Provide poetry with diverse representations
Provide poetry from different cultures
Differentiated Instruction:
- Think-pair-share when discussing features of great performers
- Provide cards with features of great performers for students to refer to while practicing
- Listen to poem on tape before/while practicing
Related References
Source and Evidence:
Faver, S. (2008). Repeated reading of poetry can enhance reading fluency. The Reading Teacher, 62, 350-352.
Activity Objective
The goal of Time to Shine: Improving Fluency Through Performance Cafés is to improve reading fluency by having students select, practice and perform a poem in a performance café in front of their peers.
What You Need
Prep Time:
10-20 minutes Session 1: - Invite another class to be audience members - Gather poems and poetry books - Select a poem to model fluent reading with - Gather chart paper and markers Session 2: - Gather items to create café environment
Task Time:
2, 40-minute sessions Session 1: - Class discusses qualities of great presenters - Teacher models poetry performance - Students select their own poems to perform and practice them several times Session 2: - Students assist in turning classroom into a performance café - Students perform poetry for another class
Materials Required:
Teacher: - Poem - Chart Paper
- Marker Students: - Poems and poetry books Optional: - Items to create a special café environment
What You Do
Teacher Role:
Direct Instruction: - During discussion of great performance features Modeling: - When demonstrating how to perform a poem Consultant: - During selection and practice of poems Supporter: - During performance caf
Student Grouping:
Whole Class: - During discussion of qualities of good presenters Individual: - During practice and performance of poems
Assessment Ideas:
- While students are performing, record anecdotal notes and/or complete a checklist based on the student-generated list of the qualities of great performers - Assess fluency by having a photocopy of each selected poem a. Time and record the number of words that are misread
Quick Tips
Activity Extensions:
- Once students have participated in a performance café once or twice, release some of the facilitation responsibility to your students, for example: a.Students can take over the role of master of ceremonies (MC) during performance caf (welcoming other class, introducing students, thanking everyone for coming, etc.)
- Have students develop a list of the features of great audiences b. Students can go through these features with their audience before their performance starts - Teach other text structures by having students compose letters and/or invitations inviting other classes or parents to their performance café - Modify the performance caf to showcase other text structures such as narrative stories - Make this activity more challenging by allowing students to compose and perform their own poems after being taught how to do so - Make the poetry café themed, for example, seasonal, author study, type of poetry - To increase challenge for some students, encourage them to memorize their poem and perform it without reading it from a paper a. Remain near the student as they are performing to prompt them if they forget the words - Integrate art by designing posters promoting the performance café - Integrate social studies by dedicating a performance caf to poems/stories showcasing a time period or region currently being studied
Additional Comments:
- Instead of having the students assist in the set-up of the classroom for the poetry café, the teacher can set it up at recess or over lunch if class time is limited. - Choose an optimal audience for you own performance: your class, another class, or even parents and friends. - Costumes and props can be utilized to add a dramatic element to the performance café. - You may wish to enhance the atmosphere of the performance café by adding snacks, refreshments, floor pillows, twinkle lights, and so on.
Other Adaptations/Modifications:
- Provide many choices of poetry topics/levels
