Reading extensive texts can be a good starting point for communication and collaboration in the classroom. As part of the Cambridge Papers in ELT series, Dr. Peter Watkins has created an Extensive reading in ELT whitepaper. In this whitepaper Peter recommends some inspiring, practical ideas for involving a whole class in reading.
Readers Theatre
Children love acting out, so why not try Readers Theatre? Select and divide a suitable text into sections and then give each section to a small group of learners. Ask each group to practise their section before coming back together as a whole class to perform the complete text.
The learners are not expected to learn the script as an actor would. Instead ask them to read the script with the dramatic effect coming from the appropriate use of intonation, stress and expression. The texts you select should include plenty of dialogue in order to aid this. Performing well requires practice and this will involve the purposeful rereading of the same section of text. Rereading leads to enhanced reading fluency, which is itself linked to gains in overall comprehension. Weaker readers work in groups with stronger peers and this is likely to lead to their improvement.
The texts used in Readers Theatre do not need to be limited to fictional works. There is scope for readings to cover a variety of non-fictional topics and to link with other parts of the curriculum, such as history or science. It is highly likely that the texts will still need to be altered (or written) to suit the level of Primary learners of English. Activities such as Readers Theatre promote opportunities for reading to become highly collaborative and can enhance group cohesion. They clearly focus on using reading as a communicative skill and involve creativity on the part of the learners as they experiment with how best to read their lines.
Each group will need to be supported, this could mean that the activities are most likely to succeed with groups that are already comfortable with autonomous learning, or where there are teaching assistants ready to help the class teacher. To help overcome such obstacles, you can:
- ensure that the text is introduced to the whole class;
- ensure that there is thorough planning;
- have the groups practise in front of each other, with one group listening and providing feedback before the groups swap over.
Once you are familiar with Readers Theatre it can be used with little planning, other than selecting sections of text.
‘Complete the picture’ and other activities
There are plenty of other activities that could be used to promote peer interaction based on shared reading. Here are a few examples:
- Have learners draw and describe a picture based on the text, or complete a picture which has been partially drawn
- Supply 10 words, most of which are relevant to the text in some way, and ask learners to choose, and then compare, which 5 are most relevant (or most important) to the story
- Provide some discussion questions based on the text
- Develop role play cards so that scenes from the story can be re-enacted
There is likely to be a progression from whole group reading in the classroom. Students will probably move towards making extensive reading as autonomous as possible, with a focus on individual reading. It is important that you continue to monitor what children are reading and the progress they make. Children need to feel that their efforts are being valued. Giving children opportunities in lessons to talk about what they have read can help them develop self-esteem. Talking can be done either as a whole class, in groups or individually with the teacher, if time allows.
Finally; enjoy it! The ultimate aim of extensive reading is to provide children with opportunities to read for meaning and pleasure.
If you enjoyed Justyna’s article on extensive reading for young learners, you might also enjoy her article Happy in a group or bored and alone: how do young learners see English lessons?.