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Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
Readers theater and informational text
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Readers theater and informational text

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This presentation explores how readers theater can be used to improve comprehension of informational text and help students learn science concepts

This presentation explores how readers theater can be used to improve comprehension of informational text and help students learn science concepts

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  • Discuss the following: Supports comprehension Provides meaningful context Provides oral reading practice Give students a chance to perform for an audience Engaging and fun!
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    • 1. Reader’s Theater and Informational Text January 13, 2011 Jessica Fries-Gaither Nicole Luthy Beyond Penguins is funded by the National Science Foundation under Grant No. 0733024.
    • 2. <ul><li>A – Classroom Teacher </li></ul><ul><li>B – Librarian </li></ul><ul><li>C – Administrator </li></ul><ul><li>D – Higher Education </li></ul><ul><li>E - Other </li></ul>What best describes your professional position? Answer using the poll buttons underneath the participant window!
    • 3. What grade(s) do you teach? <ul><li>A – Grades K-2 </li></ul><ul><li>B – Grades 3-5 </li></ul><ul><li>C – Grades 6-8 </li></ul><ul><li>D – Grades 9-12 </li></ul><ul><li>E - Other </li></ul>Answer using the poll buttons underneath the participant window!
    • 4. From where are you joining us today? Answer using the stamping tool to the left of the whiteboard!
    • 5. Reader’s Theater and Informational Text Download these slides at: http://slidesha.re/readerstheater
    • 6. Today’s presenters Jessica Fries-Gaither Education Resource Specialist The Ohio State University College of Education and Human Ecology School of Teaching and Learning [email_address] Nicole Luthy Ohio Resource Center Ohio State University College of Education and Human Ecology School of Teaching and Learning [email_address]
    • 7. About Beyond Penguins and Polar Bears <ul><li>Online magazine </li></ul><ul><li>Professional and instructional resources </li></ul><ul><li>Science and literacy integration </li></ul><ul><li>Aligned to national standards </li></ul><ul><li>Multimedia </li></ul>http://beyondpenguins.nsdl.org
    • 8. Today’s Agenda <ul><li>Reader’s Theater and its benefits </li></ul><ul><li>RT in the standards </li></ul><ul><li>Applications of RT: Grades K-2 and 3-5 </li></ul><ul><li>Adapting informational text for RT </li></ul><ul><li>Assessing RT scripts and performances </li></ul>
    • 9. What is Reader’s Theater? “ In reader’s theater, students stand in front of an audience…and read from scripts…No costumes, props, or scenery are required…Very little, if any, movement is involved. In a sense, reader’s theater is a minimalist form of play performing.” - The Fluent Reader , Tim Rasinski
    • 10. How often do you use Reader’s Theater? <ul><li>A – Weekly </li></ul><ul><li>B – A few times a month </li></ul><ul><li>C – At the end of a unit </li></ul><ul><li>D – A couple of times a year </li></ul><ul><li>E – I don’t use Reader’s Theater </li></ul>Answer using the poll feature below the participant list!
    • 11. Benefits of Reader’s Theater <ul><li>Repeated reading builds fluency. </li></ul>“ Without movement, costumes, props, or scenery, the performers have only one attribute to make their performance meaningful and satisfying: their voices. And, in order to use their voices well, performers must practice the text beforehand.” - The Fluent Reader , Tim Rasinski
    • 12. Benefits of Reader’s Theater “ Reader’s theater is an authentic, entertaining, and educationally powerful way to read and communicate meaning…And we are gaining evidence from classroom research that reader’s theater yields improvements in students’ word recognition, fluency, and comprehension.” -The Fluent Reader, Tim Rasinski RT is a meaningful context for reading and making meaning from text.
    • 13. RT and Informational Texts <ul><li>Reinforce academic vocabulary </li></ul><ul><li>Make content accessible when age appropriate texts are not available </li></ul><ul><li>Incorporate more informational text into primary and elementary classrooms </li></ul><ul><li>Build fluency with informational texts – harder to do than with fiction </li></ul>IMG00394, GoodNCrazy, Flickr
    • 14. Common Core Reading Standards: Foundational Skills (K-5) <ul><li>Fluency </li></ul><ul><li>Read with sufficient accuracy and fluency to support comprehension. </li></ul><ul><li>Read on-level text with purpose and understanding. </li></ul><ul><li>Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. </li></ul><ul><li>Use context to confirm or self-correct word recognition and understanding, rereading as necessary. </li></ul>
    • 15. Informational Reader’s Theater in Grades K-2 <ul><li>Teacher creates scripts, or shared writing activity </li></ul><ul><li>Post-reading activity to reinforce key concepts and build fluency </li></ul><ul><li>Scripts become part of classroom library, might be used again by small groups of students </li></ul>Readers Theater http://www.smithstation.com/peak%20inside.htm
    • 16. Informational Reader’s Theater in Grades 3-5 <ul><li>Students create scripts – collaborative groups </li></ul><ul><li>Scripts are created after a good deal of work with the text(s) </li></ul><ul><li>Extend mini lessons on informational text (main ideas, supporting details, compare/contrast) </li></ul><ul><li>Teacher provides modeling, co-writes with students first </li></ul><ul><li>Not students’ first experience with RT! </li></ul>Readers Theatre. MsPatt, Flickr
    • 17. Informational RT and Science Instruction <ul><li>Reinforce science concepts after hands-on or inquiry experiences </li></ul><ul><li>Facilitate comprehension of science text </li></ul><ul><li>Can be used as an alternative to traditional writing assignments </li></ul><ul><li>Expand learning </li></ul><ul><li>Scripts can become another science resource for students to consult and re-read </li></ul>Science with Ernie @ The Millbrae Library San Mateo County Library, Flickr
    • 18. RT and Technology <ul><li>Reader’s Theater performances can incorporate technology: </li></ul><ul><ul><li>Video of classroom performance </li></ul></ul><ul><ul><li>Podcast episodes </li></ul></ul><ul><li>Share student work with families </li></ul><ul><li>Recordings can provide additional fluency support </li></ul><ul><li>Incorporate 21 st century skills </li></ul><ul><ul><li>Communication, collaboration, creativity and innovation </li></ul></ul>Open Mic, Ian Muttoo, Flickr
    • 19. Let’s pause for questions from the audience….
    • 20. Selecting informational texts for Reader’s Theater <ul><li>Check for scientific accuracy </li></ul><ul><li>Avoid texts that give plants and animals human characteristics </li></ul><ul><li>Consider reading levels – are similar texts available on varied levels? </li></ul><ul><li>Consider what text features will be used in writing scripts </li></ul><ul><li>Select texts that will interest students </li></ul><ul><li>Consider textbook and web passages </li></ul><ul><ul><li>Select a section that can be read in 5 minutes! </li></ul></ul><ul><li>Consult children’s librarians and media specialists </li></ul>
    • 21. Guidelines for Adapting Text and Writing a RT script <ul><li>Identify main ideas and key phrases </li></ul><ul><ul><li>Highlight </li></ul></ul><ul><ul><li>Cut apart </li></ul></ul><ul><li>Arrange phrases into script </li></ul><ul><li>Add/elaborate as needed </li></ul><ul><li>Main ideas/key concepts might be repeated throughout script </li></ul>
    • 22. Sample K-2 Script <ul><li>Let’s Look at Rocks by Jeri Cipriano </li></ul>Objective: Explain that rocks are found all over the world and can have many different characteristics.
    • 23. Rocks! <ul><li>A script for K-2 </li></ul><ul><li>Based on Let’s Look at Rocks by Jeri Cipriano </li></ul><ul><li>Use after multiple readings of text, hands-on experiences </li></ul>Print this script at http://onramp.nsdl.org/eserv/onramp:19476/rocks_RT_k2.pdf
    • 24. Sample 3-5 Script <ul><li>Rocks by Sally M. Walker </li></ul>Objective: Identify, define, and give examples of the three types of rocks (igneous, metamorphic, and sedimentary).
    • 25. Main idea for the Script Text features (table of contents, index, glossary) help students locate and determine content.
    • 26. Highlighting key words and phrases
    • 27. Rocks <ul><li>A sample script for Grades 3-5 </li></ul><ul><li>Students might create a similar script from Rocks by Sally M. Walker </li></ul><ul><li>This sample can be used to model process with students </li></ul>Print this script at http://onramp.nsdl.org/eserv/onramp:19477/rocks_RT_35.pdf
    • 28. Evaluating RT scripts and/or performances <ul><li>For Grades K-2, evaluation not necessary. </li></ul><ul><li>For Grades 3-5, teachers might assess on the following criteria: </li></ul><ul><ul><li>Comprehension of text </li></ul></ul><ul><ul><li>Knowledge of science concepts </li></ul></ul><ul><ul><li>Fluency </li></ul></ul><ul><ul><li>Originality of script </li></ul></ul>
    • 29. Sample Rubric: Grades 3-5 <ul><li>Can be modified to fit your needs </li></ul>Print this rubric at http://onramp.nsdl.org/eserv/onramp:19478/readers_theater_rubric.pdf
    • 30. For More Information The Fluent Reader . Timothy V. Rasinski. Scholastic, 2003. Ohio Resource Center mini-collection: Fluency http://www.ohiorc.org/Literacy_K5/ResourceCollections/Reading/default.aspx?id=13379
    • 31. Coming Soon! <ul><li>Thursday, February 10, 2010: Reading Comprehension 2.0 </li></ul><ul><li>Come explore how the use of digital resources and free web 2.0 tools can improve reading comprehension, vocabulary development, and other related literacy skills! Leave with concrete strategies that you can implement in your classroom tomorrow! </li></ul><ul><li>Presenter: Jessica Fries-Gaither </li></ul>http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars
    • 32. Thank you! <ul><li>Jessica Fries-Gaither: [email_address] </li></ul><ul><li>Nicole Luthy: [email_address] </li></ul><ul><li>Today’s slides available at: http://slidesha.re/readerstheater </li></ul><ul><li>Archived recording at: </li></ul>http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars

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