Activity Description

Preparation:

1. Select a text appropriate for the class to read aloud
   1. The text should be appealing and appropriate for all students and easily segmented into parts
2. Make student copies of selected text
   1. One copy per student

Implementation:

    1. Explain and model fluent and expressive reading
              a. For example: model vocal skills and strategies such as tone, pitch, pace, and volume
    2. Read selected text aloud to students
              a. Students should be familiar with the text prior to beginning the activity
    3. Explain procedures for the class read-aloud
              a. Inform students that the class will be reading the story aloud as a group, and each student will be allocated parts from the story to read-aloud at the appropriate time
    4. As a class, choose the words, lines, or phrases each student will read
              a. Ensure every student is involved in some way
              b. More than one student can read the same line
              c. Everyone can “jump in” on any lines not allocated specific students
    5. Give students time to individually practice their parts
    6. Have students assemble and engage in a class read-aloud
              a. Students will be responsible for reading their lines and following along the passage for “jumping in opportunities”
    7. Perform the read-aloud passage for an audience (optional)
              a. For example, students can perform their passage for other classes

Adaptations For

English Language Learners/ESL:

- Allows students to select lines or phrases they are most comfortable with- may be shorter in length and composed of simple, familiar words
- Where appropriate, accompany lines/vocabulary with illustrations to ensure comprehension

LD/Reading & Writing Difficulties:

- During individual practice, provide extra support for students- read the line to the student several times and then read the line with the student 
- Allow students to select their lines in advance to afford practice time

Cultural Appropriateness & Diversity:

- Choose texts that are accessible and appeal to multiple cultural and ethnic groups 

Differentiated Instruction:

- Students are encouraged to personify or dramatize their line(s) as a kinaesthetic response to the text
- Provide differentiated amounts of support to students during individual practice time

Related References

Source:
Rasinski, T.V. (2003).  The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency and Comprehension.  New York: Scholastic Professional Books

Evidence:
Dowhower, S.L. (1989).  Repeated reading: Research into practice.  The Reading Teacher, 42, 502-507.