In Rhyme?
Why Read

The Read Rhyme Repeat Story

After using rhyming short plays to increase fluency and build interest in reading, it was clear right away that students were hooked on reader’s theater and rhyme.

No matter the level of reader, everyone wanted a part. Reading comprehension and engagement increased, and class was fun for
everyone. Students walked into class, saw the scripts, and said, “I can have a part?! We’re doing that today? Yessssss!” Working in groups, the students pushed each other to stay on the page and earn the right to perform in front of the class if their team was best at dramatic interpretation of the script.

Building off the classroom success and sharing the curriculum, Jill began to write, teach, and share “Read Rhyme Repeat” versions of textbook classics in 2009 to help keep the timeless stories alive, increase literacy, and make classic stories fun. Today, the Read Rhyme Repeat curriculum is the subject of doctoral research that confirms reading in rhyme builds engagement and literacy.

Teaching classic literature, building vocabulary and comprehension, and fostering reading fluency just got FUN! It is no secret that students love lyrics, rhythm, and rhyme. Bring the classics to life with ten rhyming scripts and a part for every student on every page.

An Overview of Read Rhyme Repeat

The model for instruction available on this website is called Read Rhyme Repeat. Research-Based Rhyme. This model was developed to provide secondary language arts teachers with a product to use in addressing the problem of low reading achievement and other literacy related issues. Research demonstrates that secondary English language arts teachers find Read Rhyme Repeat to be effective at impacting secondary student literacy, secondary student engagement, and in alignment with Common Core State Standards (CCSS). The model is based on the instructional strategy of reader’s theater in rhyme paired with literary and informational text and CCSS assessments.

The Read Rhyme Repeat program is composed of three elements designed to work together. These elements include rhyming reader’s theater scripts; informational text articles, excerpts, or documents; and CCSS graphic assessments. The scripts, informational text, and assessments should be used together in a unit of study. Each rhyming script is joined by related informational text. The central concept of the program is grounded in multiple intelligence and social development theories to drive instructional design and strategy. Because teaching requires artistic skills, the Read Rhyme Repeat model supports the teaching process as being different from one environment and one context to another. As educational connoisseurs, teachers are at liberty to recognize the artistic and creative expression in curriculum and cognition.

On This Site:

Rhyming reader’s theater scripts AND original prose for: