Performance Reading
Why and how picture books enhance visual literacy.
.........Engaging with picture books and graphic novels requires the ability to read a range of visual images, understand a sequence of events, follow the story’s narrative in sequential panels and make inferences and judgements about language choices. .................................
Are you interested in acting? GET PERFORMANCE READY !
Performance reading, or fluent oral reading, can be practiced when students join in a repeated reading of a book with memorable phrases or sound effects and added gestures, or when students plan how to read passages of a book with expression for an audience.
Fluent oral reading has three aspects:
accuracy, or reading the words in a text without error in pronunciation;
automaticity,( an automatic response pattern or habit. It is usually the result of learning, repetition, and practice). or reading the words in a text correctly and effortlessly;
prosody, (the patterns of rhythm and sound used in poetry),or reading with appropriate expression and phrasing to reflect the meaning of a passage.
Research has shown that fluent oral reading learned through performance reading leads not only to engagement in and enjoyment of reading for students, but to reading comprehension ....... more
Reading out loud to an audience requires a vast amount of verbal and physical expression. Reading PICTURE FICTION is a great way to practice the craft of reading to an audience.
Reading PFIC develops skills for acting, narrating, voice over animation, journalism, presentations and speeches. Pick a PFIC up today! Practice with your younger sibling if you have one.
When reading to a younger audience further enhance their understanding of the content by engaging beyond the text. this could be done by:
asking questions.
asking them to come up what they think will happen.
ask them to create an alternative ending.
ask them to come up with a voice for a character.
ask them to give evidence from the image only that informs them of what is happening, where are the characters they located and who is in the story.
INTERPRETATIVE SKILLS -THE LEARNER WILL BE REQUIRED TO:
engage imaginatively with the thought, emotion, style and form of a text.
TECHNICAL SKILLS
The learner will be given direction in:
developing skills in voice, diction, posture, reading aloud and audience communication.
know and understand what is required to present a recital in reading for performance.
The learner will be required to:
borrow a picture Fiction book from the IRC or digital book SORA.
Log reading on Destiny Quest.
know and understand what is required to present a recital in reading for performance.
practice performances to fellow students and to a wider diverse audience.
Introduce 'Foley' effects to enhance drama.
Group performance- narrator- characters- Foley crew.
FLUENCY
This sub-element describes how a student becomes increasingly faster, smoother, more accurate and expressive in their reading aloud of progressively complex print texts.
At higher levels of the progression, students demonstrate comprehension of a text through confident use of intonation, pausing, accuracy and pace. The sub-element of Fluency provides the detailed progression in support of the sub-element Understanding texts. Some students will demonstrate the skills of the evel Indicators .......
FlY1 • reads aloud decodable or familiar texts word by word, with emphasis on one-to-one matching • reads with some intonation and expression
FlY2 • reads decodable or familiar texts by phrasing two words at a time with some attention to expression
FlY3 • reads aloud a decodable or simple text at a reasonable pace, grouping words into meaningful phrases (see Understanding texts) • uses punctuation cues and some intonation and expression • reads accurately at an efficient pace without overt sounding and blending
FlY4 • reads aloud a predictable text at a flowing pace, pausing to attend to more complex punctuation • uses effective intonation, stress and expression that indicate comprehension • maintains pace and accuracy when reading with an experienced reader • reads without finger tracing
FlY5 • reads aloud a range of moderately complex texts with fluency and phrasing, adjusting pace, volume, pitch and pronunciation to enhance meaning and expression • varies pace according to purpose and audience • reads aloud with expression that reflects the author’s purpose and meaning (see Understanding texts)
FlY6 • reads aloud a range of complex and highly complex texts which include multisyllabic words and complex sentences with fluency and appropriate expression
Our top three recommended PICFI. Borrow from the IRC and enjoy developing your skills.
Book 1 'Top Dog'- Rod Clement - The role of the narrator.
Book 2 'The Gruffalo' - Julia Donaldson & Alex Scheffler - Sound effects based in the setting of a forest.
Book 3 'The Lost Thing' - Saun Tan - Sound effects based in the setting of a city.
Clickview online 'The Lost Thing' This short animation won the best Oscar in 2011. It is based on Shaun Tan's illustrated book about a lonely boy living in a dystopian near future who befriends a strange thing that looks like a cross between an enormous pot-belllied stove and a sea creature.