Readers.theatre

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  • Readers.theatre

    1. 1. Bringing Stories to Life: Reader ’s Theatre and its Power in the Classroom Created by Amanda Wager
    2. 2. What is Readers Theater? <ul><li>It melds drama with reading. </li></ul><ul><li>The classroom is the stage. </li></ul><ul><li>The reader is center stage. </li></ul><ul><li>The reader is the star. </li></ul>
    3. 3. Reader ’s Theater Rocks the School House! <ul><li>Readers Theater can be used across the curriculum (mathematics, science, social studies): </li></ul><ul><li>As an introduction to new topics. </li></ul><ul><li>As a motivating way for students to learn new information. </li></ul><ul><li>As a form of presenting research. </li></ul>
    4. 4. What are the Benefits of Readers Theater? <ul><li>Provides an inclusive alternative to the traditional school play </li></ul><ul><li>Allows you to group by interest rather than ability </li></ul><ul><li>Connects students to real literature </li></ul><ul><li>Enhances comprehension </li></ul><ul><li>Fosters fluency </li></ul><ul><li>Builds writing skills </li></ul><ul><li>Brings together many aspects of literacy </li></ul><ul><li>Reaches a range of students </li></ul>
    5. 5. Pluses for ELL Students . . <ul><li>Helps students learn to communicate with an audience. </li></ul><ul><li>Excellent for less confident readers. </li></ul><ul><li>Provides strong motivation for re-reading text until they become fluent in reading it. </li></ul><ul><li>Helps ELL build their familiarity with standard English pronunciation. </li></ul><ul><li>Emphasizes attention to aspects of grammar. </li></ul><ul><li>Comprehension improves as they take on the feelings of characters. </li></ul>
    6. 6. What ’s Fluency? <ul><li>Fluency is the ability to read quickly and accurately, with appropriate and meaningful expression. </li></ul><ul><li>In other words, it is a bridge between two major components of reading: decoding and comprehension </li></ul>
    7. 7. Keys to Effective Fluency Instruction <ul><li>Modeling fluent reading for students </li></ul><ul><li>Having students practice read (or read repeatedly) scripts </li></ul><ul><li>Students can tape record themselves reading and listen to the tape. </li></ul><ul><li>Supporting students while they read by reading with them. </li></ul>
    8. 8. Making Fluency Instruction an Engaging Part of the Reading Curriculum <ul><li>Promote fluency by assigning poetry or scripts at the beginning of each week. Students will have a natural reason to learn to read their passages. </li></ul><ul><li>Examples: Poetry, Dialogue, and Scripts </li></ul><ul><li>Encourage students to create their costume or hat in order to perform their script, dialogue or poem. </li></ul><ul><li>Have students engage in partner reading. Which they spend 20 to 30 minutes reading a book with a buddy. </li></ul><ul><li>Poetry Parties: Students perform poetry, act it out and students in class act as the critics. </li></ul>
    9. 9. How Readers ’ Theater Works <ul><li>The text, poem, or script is divided into parts for different readers. </li></ul><ul><li>Students select parts and practice. </li></ul><ul><li>They present the full text to an audience. </li></ul><ul><li>Some minimal prompts can be used to communicate aspects of character (hats, scarves, small tools, books, masks, etc). </li></ul><ul><li>Students sit on stools or chairs as they read their parts. </li></ul>
    10. 10. A Five-Day Lesson Plan Schedule for Full-Length Scripts <ul><li>Preparation: </li></ul><ul><li>Write or select scripts based on student ’ s interests or topics studied in class. </li></ul><ul><li>Review with class what Readers Theater is and how it helps students to become better readers. </li></ul>
    11. 11. Day 1 (Monday): <ul><li>Teacher read aloud. </li></ul><ul><li>Students can predict events in the script. </li></ul><ul><li>Give students copy of scripts. </li></ul><ul><li>Class reads script chorally. </li></ul>
    12. 12. Day 2 (Tuesday): <ul><li>Students practice reading scripts independently. </li></ul><ul><li>Teachers gives fluency feedback. </li></ul><ul><li>Students practice reading roles in a group. </li></ul>
    13. 13. Day 3 (Wednesday): <ul><li>Students continue to practice in groups and choose roles by the end of the day. </li></ul>
    14. 14. Day 4 (Thursday): <ul><li>Students rehearse assigned parts. Props and costumes decided. </li></ul>
    15. 15. Day 5 (Friday): <ul><li>Groups perform for the class and/or other audiences. </li></ul><ul><li>Later teachers and students evaluate reading, writing, and scripts. </li></ul>
    16. 16. The True Story of the Three Little Pigs
    17. 17. The Ultimate Goal: Writing Scripts <ul><li>Read the story aloud. </li></ul><ul><li>Place the transparency of the first page of the story on the overhead. </li></ul><ul><li>Ask students to tell which part is narration and dialogue in the first few lines. </li></ul><ul><li>On chart paper, build the script while the students watch. </li></ul><ul><li>Let the students script the next page of the story independently. </li></ul><ul><li>Read the entire script with the class. </li></ul><ul><li>Ultimately students can write their own scripts in groups. </li></ul>
    18. 18. The Zoo by Ms. Wager ’s 2nd/3rd Split Bilingual Clasroom <ul><li>Setting: The Zoo </li></ul><ul><li>Problem: Lion Escaped </li></ul><ul><li>Solution: Lock the Zoo and make the lion run til it ’ s thirsty and tired. </li></ul><ul><li>Characters: </li></ul><ul><li>Children – Vanessa, Antonio </li></ul><ul><li>Adult – Ms. Wager </li></ul><ul><li>Dolphins – Adriane, Luis </li></ul><ul><li>Polar Bear – Yasmine </li></ul><ul><li>Sand Cat – Cecilia </li></ul><ul><li>Penguin – Isamara </li></ul><ul><li>Turtle – Lissestte </li></ul><ul><li>Elephant – Cynthia </li></ul><ul><li>Lion – Saul </li></ul><ul><li>Deers – Maricruz, Maritza </li></ul><ul><li>(Polar Bear is sleeping) </li></ul><ul><li>Vanessa: Wake up Polar Bear! </li></ul><ul><li>Polar Bear 1: Oooooh, I hate children! </li></ul><ul><li>Polar Bear 1: I ’ ll pretend to be keep sleeping so they leave me alone. </li></ul><ul><li>Antonio: They ’ re boring. Let ’ s go see the lion. </li></ul><ul><li>Lion: Yummy! </li></ul><ul><li>Vanessa: What a nice looking Lion! </li></ul><ul><li>Antonio: I want to play with the Lion! </li></ul><ul><li>Adult: Let ’ s go, it ’ s time to eat lunch. </li></ul><ul><li>(Lion gets Antonio ’ s attention. He follows the Lion to the gate. Antonio unlocks the gate and let ’ s the Lion free.) </li></ul>
    19. 19. Tips for Students Who Need Extra Support <ul><li>The student can: </li></ul><ul><li>Tape-record his/her reading, listen, and evaluate it. </li></ul><ul><li>Group students for choral reading. </li></ul><ul><li>Read to a younger student. </li></ul><ul><li>Read with a friend or with the teacher. </li></ul><ul><li>Use a puppet. </li></ul><ul><li>Perform the script as a radio play, in which the audience hears the voices but does not see the performers. </li></ul><ul><li>Practice in a private place, such as outside, or behind a screen, or under your desk. </li></ul><ul><li>Assign simple parts. </li></ul><ul><li>Adapt scripts. </li></ul>
    20. 20. Supplies <ul><li>Scripts: </li></ul><ul><li>Provide “ rehearsal scripts ” . Students will use these for reading, practicing, rehearsing, and making notes for performances. </li></ul><ul><li>Provide a set of “ performance scripts ” which are always kept in the classroom and are used only during performance. Each set of scripts should include a highlighted copy for each role. </li></ul><ul><li>Costumes and Props: </li></ul><ul><li>Keep them simple so they don ’ t distract the audience or performers </li></ul><ul><li>Be sure that they don ’ t interfere with the performer ’ s ability to perform or read the script </li></ul><ul><li>Let the script guide the kinds of extras you use </li></ul>
    21. 21. It ’ s Showtime! <ul><li>Make invitations </li></ul><ul><li>Make a program </li></ul><ul><li>Explain the responsibilities of both the performer and audience to the students (handout) </li></ul>
    22. 22. HANDOUT: Performer and Audience Member Responsibilities <ul><li>Performers, remember to: </li></ul><ul><li>(Before the performance) </li></ul><ul><li>Read your script many times so you know it well. </li></ul><ul><li>Practice reading your part with expression. </li></ul><ul><li>Plan with your group how to stand and how to move during the performance. </li></ul><ul><li>Designate a performer (the narrator) to announce the performance, show the audience the book, and present the performers. </li></ul><ul><li>(During the performance) </li></ul><ul><li>Face the audience. </li></ul><ul><li>Don ’t cover your mouth with your script. </li></ul><ul><li>Read loudly so everyone can hear you. </li></ul><ul><li>Read with expression. </li></ul><ul><li>If someone makes a mistake, keep going. </li></ul><ul><li>If the audience is laughing, wait before you continue. </li></ul><ul><li>Smile and remember to have fun. </li></ul><ul><li>Thank the audience for coming. </li></ul><ul><li>Audience me members, remember to: </li></ul><ul><li>Sit quietly and listen attentively. </li></ul><ul><li>Respect the performers. </li></ul><ul><li>If someone makes a mistake, ignore it. </li></ul><ul><li>Clap at the end of the performance. </li></ul><ul><li>Think of ways you can compliment the performers. </li></ul>
    23. 23. Resources for Readers ’ Theater <ul><ul><li>Plays Around the Year by Liza Charlesworth (Scholastic, 1994) </li></ul></ul><ul><ul><li>Readers ’ Theater for Beginning Readers by Suzanne Barchers (Teachers Ideas Press, 1993) </li></ul></ul><ul><ul><li>Readers Theater for Building Fluency (Scholastic, 2005) </li></ul></ul><ul><ul><li>www.lisablau.com </li></ul></ul><ul><ul><li>www.readinglady.com </li></ul></ul><ul><ul><li>www.aaronshep.com (spanish also) </li></ul></ul><ul><ul><li>www.stemnet.nf.ca./CITE/langrt.htm </li></ul></ul><ul><ul><li>www.literacyconnections.com </li></ul></ul><ul><ul><li>www.storycart.com </li></ul></ul><ul><ul><li>www.loiswalker.com/catalog/guidesamples.html . </li></ul></ul>

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