I read the first article about Implementing Readers Theatre
as an Approach to Classroom Fluency Instruction by Chase Young and Timothy
Rasinski. The article talks about how to apply reader theatre in second class
grade on Eagle Elementary school in Dallas. The second grade involved 29 of
students 8 of them girls and 21of them boys. 9 of the total students were ELLs.
The article shows the program is 5 days starting on Monday for the duration 20 minutes,
Tuesday through Thursday for 5–10 minutes and final day takes from 5–15 minutes.
A Reader’s Theater in Class. It is an oral performance of a script. The focus
thus becomes interpreting the script rather than memorizing it. Simply the
teacher gives each student script then read the script out loud for them this process
happens on Monday. On Tuesday, let the students makes their roles such as which
parts she/he going to play? On Wednesday, give the student an opportunity to practice
and recognize any problem may they face it and as teacher give the instruction.
On Thursday, it is last day to practice the script. The performance day which is
fluency Friday. Invite other classes to attend the performance.
It was the first article to read. The time that article take
frme me to read it was 20 minutes. The article was written in a sequential way
and supported by real evidence. It was easy to read and enjoyable. Before I
start to read, I have many question about the article if we can apply this
experience for preschool stage and how this experience effects the student’s
I started to read and
highlight the important sentence, wrote notes in each paragraph I read. I faced
many words I couldn’t understand I reread the sentence to try to understand but
I still do not know the meaning, so I used other strategy which was search the
meaning by using website dictionary when I got the meaning I reread the
paragraph to make sure for my understanding and keep reading the article.
Reading Big Words: Instructional Practices to Promote
Multisyllabic Word Reading Fluency by Jessica R. Toste, Kelly J. Williams and
Philip Capin. This article talks about Instructional Practices to Promote Multisyllabic
Word Reading Fluency which are Affix Learning, Peel Off Reading, Word-Building
Games, Word Reading Fluency and Connected Text Reading. All five applies are
fitting within daily intervention programs for students with LD. Also, it easy
to implement these instructional in class room for small- group in general
class room or resource room setting. The first instructional which called affix
learning is the best way to support multisyllabic word reading by using
activity call “Affix Bank”. The second instructional strategy support
multisyllabic word reading is peel off which is breaking the word to part or
segmenting words into their parts. The best activity use with this strategy is
Beat the Clock to do this. The third instructional the article point out is
word – building games. It is building words parts together. Word reading
fluency. Determine the reading time is the best way to support the students to
determine the speed of their reading the best activity the articles mention
called speedy read. The final instructional to support multisyllabic word
reading is connected text reading. It is important stage where the teacher
engages the students with the text level.
This article was the difficult one for me. The methodology
was not clear some paragraph I reread it for 3 times but still not clear.
Moreover, even though it was hard for me to read it and took 45 munities to
complete reading, but I gained a lot of information about the ways to learn
Multisyllabic words and it helped me a lot as a second learner. Also, I learned
a lot of a new vocabulary. The strategy I used to understand the text I used a
lot of search about meaning and reread the paragraph. Also, I searched about
some concept related to article to clarify the points it was not clear for me.
In both articles I used the same strategy. I started to
print the papers and skim the tittle and read the abstracts. Then I highlight
the main point in each paragraph and wrote notes and thoughts by using my own
words. This method keeps me connected with the article I read. On the other
hand, in terms of difficulties when I read the paragraph and I do not
understand as second language learner I used the dictionary website to
translate the words to get the meaning and reread the paragraph. I can’t notice
any different of strategy I used in both of article.