Re: reading aloud -- teaching expression and intonation

[Nancy Vait <vait3@yahoo.com>]

Debbie -- Well, my first cynical thought is . . . Even
though oral interp is written into our state
performance standards, it is not testable in the world
of No Child Left Behind and therefore is increasingly
dropped so the huddled masses can conquer main ideas,
supporting evidence, metaphors, comma splices, abab
rhyme scheme, and the like. agh.  Drives me crazy.

Good for you, Debbie, that you noticed and are doing
something about this!  

There are many ways performance with dramatic reading
can be woven into whatever you teach.  For instance,
as a lead-in to sentence combining, when you teach
clauses or phrases, have students make word or phrase
cards which they assemble into a sentence in front of
the class.  Since each student only reads aloud one
word or phrase, it's a pretty easy lead-in to
performance reading.  The more dramatic, the more fun.
 After they've conquered the first sentence, have them
move the clauses/phrases and then reread the new
sentence, comparing the two meanings -- same or
different.  Also, keep spare cards with conjunctions
and dependent words available once students gain skill
at manipulating sentence pieces.  They get pretty
adept at adding these in, along with requisite commas
and other punctuation.  

Or . . . what about having students choose one
well-written dramatic sentence from a book they're
reading and share it whole class?  Then you could use
the lines to create a whole class poem with each
person reading their originally donated line.       

Reader's Theater is always a good way to get students
to read outloud.  There are scripts available online,
and some would appeal to middle school.  There are
also companies which sell them ready-made.  However,
once students get the hang, they can write them pretty
easily themselves, adapting the script from any book
with dialogue or differing points of view.  Hmm. 
Maybe you could set up a Readers Readathon and have
students perform for a younger audience -- primary
grades or so. 

I do have students prepare and read poetry outloud (12
lines minimum from a poet that I endorse), although I
don't require memorization from everyone.  First they
practice alone or with a partner, then with a small
group.  Whole class is a big jump.

I also think that having students perform in other
venues besides oral interp helps a lot, too. (Try
activities from Jeff Wilhelm, for instance.  His Hot
Seat activity where kids take on character's roles and
answer questions from the rest of the class has worked
well for me.  It's not oral interp, but it's a
successful lead-in, in terms of comfort level.)

So there are some thoughts.  Let us know how you do. 
This is one standard I care a lot about.

Nancy

  
--- Debbie Parker <debracparker@sbcglobal.net> wrote:

> Do any of you have good suggestions for teaching
> kids to have intonation and expression reading?  We
> haven't had kids reading aloud because we don't want
> their feelings hurt, but today while reading a play,
> the kids needed help!  Thanks for your suggestions.
> 
> "Judith S. Kirkland" <jukirkland@charter.net> wrote:
>           The book Reflections on a Gift of
> Watermelon Pickle has several, including some of the
> ones you have been sent.  I also like the ones about
> a toaster/dragon and about an apartment house/bee
> hive, both of which are almost like riddles and are
> very short.
>     ----- Original Message ----- 
>   From: SommerWind410@aol.com 
>   To: middle-lit@interversity.org 
>   Sent: Tuesday, December 19, 2006 4:33 AM
>   Subject: Re: [middle-lit] poem with metaphors
>   
> 
>   These are all wonderful -- thank you, thank you,
> thank you for all of your responses during this
> hectic week!
>    
>   -Cathy :-)
> 
> 
> 
> Debbie Parker 
> debracparker@sbcglobal.net
>    
> 


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