Story Reenactment Making Stories Come to Life!Section IV Building Vocabulary and Fluency
EngageWhat does this remind you of? Not by the hair of my chiny, chin, chin. Come out you little pig!
Purpose• Story reenactment encourages students to act out stories after they have read them or have heard them read. Students create props and use to reenact by using the book language they have heard or read, and comprehend the text by acting it out in sequence.
Why Story Reenactment?Herrell & Jordan Strategies and Objectives:• Supports Comprehensible Input-Deepens comprehension by allowing students opportunity to reread, discuss, engage in clarification, and re- create stories,• Encourages Verbal Interaction-Retelling stories helps students to develop oral language by interactions• Supports Contextualizing Language-Students will utilize the book language they hear and apply it to their reenactments• Reduces Anxiety-Using a story prompt relieves anxiety in students because they are given a chance to role-play. The stories are familiar stories that the students love and have heard many times before• Encourages Active Involvement-Through reenactment and creating props, students are more able to connect to their reading and interests rise. Students benefit by increased interaction with story plot, language, and structure.
Explore: Steps Gather or Use the AssessRead the Retell the Store the make the props for the story story props props retelling retellings
Explain Step 1: Read the storyUse a read that is appropriate for your students and theirreading level. I teach 1st grade and their reading levels rangefrom level C thru N. The links below contain a sample of greattraditional reader’s theatre to use in any elementaryclassroom. Free Reader’s Theatre Scripts for Young Children http://www.timelessteacherstuff.com/readerstheater/TruePigs.ht ml http://www.thebestclass.org/rtscripts.html http://www.evsd.org/curriculum/tech/k5tech/teacher/readersthe atreintro.htm http://www.readinglady.com/index.php?&MMN_position=1:1 http://www.educationworld.com/a_curr/reading/index.shtml
Elaborate Step 2: Retell the StoryPractice makes permanent! Allow your students many opportunities to practice retelling the story. Give pictures and allow students the opportunity to retell the story in sequence. Students can even create their own icons and practice retelling their story to a peer. If you practice guided reading in your classroom, allow students to read a section of their script. The most important step to story reenactment is practice, practice, practice!
Step 3: Gather or Create PropsWrite down instructions on a small index card and remember to keep it short and simple for kids. Sample:• We will do a story reenactment with a readers theatre of The Three Little Pigs. We are going to create our props using play-dough. Open your boxes!• Recipe for play-dough• 4 cups flour• 1 cup salt• 1 ½ cups water• Mix together and knead for 10 minutes.
Step 4: Store the PropsStudents must be involved in every step. Have studentsdecorate the label for their story reenactment box. Oncethe students have created their props, they can storethem in their self-decorated container. Teachers, this willeventually turn into a center where students can explorereader’s theaters which they have created for future storyreenactments.
Step 5: Use the PropsOnce students have finished creating their props and labeled their container, they can now practice using their props with their reader’s theatre. Students can create their props from anything such as paper, cartoon cut- outs, their own illustrations, puppets, play-doh, boxes, sock puppets. Allow your students the opportunity to explore and be creative.
Evaluate Step 6: Assess the RetellingsAssess students by listening to their retellings of their story. Key objectives to listen for can be sequence, comprehension, and plot. Teachers can use a rubric to assist with assessing.
Additional ResourcesArticles:Tracking Emergent Reading Behaviors through Storybook Re-EnactmentsBy Beverly OttoEnhancing Creative Dramatic Play and Story Reenactments in a Primary Grade Classroom By Carla SchierholtBooksHerrell, A. L., & Jordan, M. (2008). 50 strategies for teaching English Language Learners, 3rd ed. Upper Saddle River, NJ: Pearson Education, Inc.• The book is an excellent resource for any classroom. It is filled with strategies and actual lessons. The book comes with a resource DVD that shows the strategies being modeled in classrooms.5Es Overview by Nasahttp://www.nasa.gov/audience/foreducators/nasaeclips/5eteachingmodels/index.htm l
ReferencesPictures Slide 10:http://3.bp.blogspot.com/-Bf3ChfaPm1U/Ts94Vpy3BzI/AAAAAAAAALw/mNZCRAzlIZc/s1600/P1080663.JPGhttp://www.carlexonline.com/images/3203.jpghttp://2.bp.blogspot.com/-2sdotQR6SSg/T0a6RyykkCI/AAAAAAAABTA/t3_XtPvJc_Q/s1600/DSCF2467.JPGSlide 14http://wiki.sjcoe.net/groups/dsspmsrchemistry/wiki/f1679/images/066c6.gifOtto, B. (1982). Tracking Emergent Reading Behaviors through Storybook Re-Enactments. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED229722Schierholt, C. G. (1994, May 1). Enhancing Creative Dramatic Play and Story Reenactments in a Primary Grade Classroom