Readers Theater.ppt

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					Readers’ Theater

By: Brittany Donaldson
    What Is Readers’ Theater?
• Program that promotes literacy.
• Benefits all but mostly struggling readers and
  children who are English language learners.
• Specific goal is to help children become fluent
  readers
• Designed to help children use all three cueing systems
  while reading. (i.e. comprehension, graphophonetical
  and syntatical.)
• Mostly focuses on comprehension, vocabulary, and word
  recognition.
   Process of Readers Theater
• In Readers Theater, a group of children are
  given leveled scripts that they must read
  repeatedly in order to gain an understanding
  about fluency.
• Then, they present their scripts to the other
  students in the classroom as a sort of “mini-
  play.” However, it is important to understand that
  the presentations are not plays themselves.
• The hope is that the children will be so anxious
  to perform in front of their peers, that through
  repeated practice, they will try hard to learn their
  scripts.
   History of Reader’s Theater
• Originally developed for college students
  taking a literature course. It was used to
  develop comprehension.
• Educators and Specialist saw the program
  as very successful and tried to integrate it
  in High School, Junior High, Elementary,
  and most recently Early Education.
• Today, it has a wide following and the
  numbers suggest that it works well with all
  ages, grade levels and abilities.
          What is Fluency?
• According to Casey and Chamberlin,
  Fluency is defined as the smoothness,
  accuracy, rate, and efficacy of reading.
• An element of fluency is prosody which is
  defined as the phrasing, intonation, pitch.
• These two areas combined help children
  to read accuratly and with style.
• Demonstration
  Why Readers Theater Works so
             Well
• Addresses many types of intelligence and
  learning styles at once.
• Gives something that children can relate
  well to and gives them accountabilit.
• Promotes a fun way to learn literacy.
• Integrates art, imagination and creativity
  into lessons.
• Gives children some freedom.
     Readers Theater vs Plays
• Done regularly             • Done once or twice a
• Small Audiences              year.
• Uses no props,             • Large Audiences
  costumes, sets             • Uses many props,
• Used mostly for academic     costumes, and elaborate
  purposes focusing on         sets.
  specific content areas.    • Meant for entertainment
• Think play rehersal          purposes only and can
                               integrate other mediums
                               of artistic expression.
                             • Think opening night.
    Variations of Readers Theater
•   Content
•   Time
•   Direction
•   Ways that it can be done and for who
•   Other content areas
•   Where you see success
 Readers Theater Example: Pre
Day-1 and Day 1: Chamberlin and
            Casey.
• Pre-Day 1
• Teacher and/or students select story.
• Teacher and/or students prepare or write script.
• Day 1
• Teacher reads aloud the story.
Students read script independently, in small
groups, or as a whole class multiple times.
• Teacher and students discuss story.
• Students take home unmarked scripts for
practice.
        Day Two,Three and Four
• Day 2, 3, and 4
• Students practice script in small and large
• groups, taking turns with different parts until later
• in the week when permanent parts are chosen.
• Students give each other compliments and
suggestions.
• Teachers provide mini-lessons or coaching
that explicitly teaches an aspect of fluency or
prosody.
• Students highlight parts for specific characters.
• Students select permanent parts.
• Students take highlighted scripts home for
practice.
             Day Five

• Day 5
• Performance
• Options in a 5-Day Plan for
  Readers’ Theater
      Classroom Management
• Readers Theater can be very useful in
  classroom management in many ways:
• Mini- Lessons : prepared in advanced and
  address a specific area were children are
  struggling.
• Guided Reading
• Read Alouds
• Centers
• Write Alouds
• Interactive and Independent Writing
                 Script Ideas
•   Write your own
•   Use a book from Read- Alouds
•   Leveled Readers
•   Leveled Scripts (would have to purchase them)
•   Big Books
•   Rhymes
•   Poems
•   Songs
                     Script Ideas
•   Around the Water Cycle from www.teachingheart.net/
•   readerstheater.htm
•   “Boa Constrictor” from Where the Sidewalk Ends by Shel
•   Silverstein, 1974
•   Chicken Little retold by Jenny Giles (Rigby, 1997)
•   The Christmas Santa Almost Missed by Marian Frances
•   (Troll, 1970)
•   CLICK, CLACK, MOO: Cows That Type by Doreen Cronin,
•   2000
•   “Code” from Lunch Money and Other Poems about School
•   by Carol Diggory Shields, 1995
•   “The Crocodile’s Toothache” from Where the Sidewalk
•   Ends by Shel Silverstein, 1974
•   Don’t Let Ted Have BUBBLE GUM! by Phyllis Sibbing, 1999
•   “A Faster Fox” from Fox Outfoxed by Edward Marshall,
       Free Scripts: Internet
• http://www.aaronshep.com/rt/RTE03.html
          Ways to be Creative
•   Use Holiday Themes
•   Integrate Multicultural themes
•   Social Issues
•   World Issues
•   Fairy Tales
•   Tall Tales
•   Anything you want, be creative
    What Researchers are Saying
•   Improves fluency
•   Helps ELL students
•   Combines Multiple Intelligence Theories
•   Helps in Special Education
•   Builds Character and self esteem
•   More Parental Involvement
             Assesments
• There are many ways that you can do
  phase three work with students in readers
  thearter:
• Centers
• Guided reading
  Example of Readers Theater In
            Progress
• http://www.youtube.com/watch?v=0AMQD
  QS48qE

				
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posted:7/19/2012
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