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 Reader's
Theater
Reader's Theater has become really popular in the last couple years
as a way to practice and perfect student's fluency and speaking
skills. There are many different ways to use RT in the
classroom. I have heard of some teachers using it in small
groups during guided reading as a center activity. Students
practice throughout the period and then perform it for the whole
class at the end of reading time or recording themselves on tape.
Below I will share how I learned
to do RT.
Using Reader's
Theater Instructionally in the Classroom
Using Reader's
Theater As Fluency Practice for Homework
Where
Can I Find Scripts?
Extension
Activities for Reader's Theater
Using Reader's
Theater Instructionally in the Classroom
A few years ago we had Readers Theater
as a Special (like PE, Art) with the Reading Specialist. It was
awesome and the kids loved it! Here is how she organized a week and
how I have copied her. I usually do Readers Theater as a whole
group. Normally, because of class size we generally have two groups
with a different script each. Normally I start Reader's
Theater on a Monday and we perform on Friday. I have found
that a week is just enough time and students don't get bored.
Fridays are usually good days for other classes to come watch the
performance. So far I have been pleased with the organization
and "flow" of doing it this way.
 Day one:
I introduce the scripts. I like to use scripts that are based on
pictures books (like A Porcupine Named Fluffy and Dogs
Breath). First I read the picture books and we discuss the
stories and any twists or interesting pictures. Then I will read
aloud the script as a model for the children on how a fluent reader
would sound.. If there is anytime left kids each get a script and
read the WHOLE thing independently.
I really talk up how actors practice the
parts over and over to get it just right. They may try saying things
different ways to see how it sounds. We are not memorizing these
scripts but perfecting our voices.
 Day two:
Kids sit in a small circle (about 5 or so) and read the script. No
assigned parts, they just read whatever part comes next. It is
pretty much round robin. Generally I do not do round robin,
but for this activity I think it serves its purpose. I
purposely DON'T assign parts yet because I want all the students to
practice first. Then at the end of the day I try to let the kids
pick the parts they want. Sometimes two or three kids will
want the same part so I get them to choose a number between 1 and
10. The child with the number closest to the one I secretly
choose, gets the part.
 Day three
and four: Practice, Practice, Practice! We practice introducing the
play (I usually give this to the student with the smallest part),
introducing ourselves and parts (My name is ___ and I will be
playing the part of the big bad wolf.), and standing up in our
chairs and sitting! I like to line up the chairs and as
students say their parts they stand up. We practice standing
up first, then saying our part!
Since I have two groups going at the same
time, I work with one while the other practices and then I switch.
A great activity to do on these days is
to video tape each performance (make sure you have permission to
videoed each child first!). Then watch the video as a whole
class. Take the time to compliment each other and share what
we liked. Then give time for students to brainstorm ways to
make the performance better.
Day five:
Performance! We try to perform for a younger class, like a
kindergarten or first grade class.
Using Reader's
Theater As Fluency Practice for Homework
Last semester I read an article
about improving fluency in the classroom. I have often heard
of using reader's theater, but was intrigued by this new twist.
The teacher randomly passed out reader's theater scripts on Monday.
Each script had one part highlighted. Students were to take to
script home and practice it each night with a parent or adult.
The adult then signed off that the child had practiced. This
was the only practice that was done. Then on Fridays students
were given a short amount of time to work out the kinks (10-15
minutes from what I gathered) and then it was show time! The
students performed the reader's theaters for each other.
The
kids seemed to enjoy this because they liked to perform and it was
exciting! However, she also had students buddy read, and
complete time reading passages. The reader's theater didn't do
it all! All this really impacted students fluency and
comprehension.
So I
figured, I could actually do this. It would take very little
time to implement. I will pass them out on Monday morning
during our class meetings and give students time to chat about them
and practice (10 minutes tops- we have our specials EARLY!) Then it
would be nightly homework. I don't want to make anymore copies
than necessary (because the scripts are going to REALLY max out my
copy count) so I will ask parents to sign the student's agenda each
night they read. If they don't read and practice AND
have a signature, no recess the next day (This is a grade level
procedure. No homework= no recess).
As far as
organizing this, I will:
Make one
copy of the script per child as well as 3 extras. I will then
highlight one part per script. I will try to select scripts
with a small number of parts so I can have about 2 or 3 groups.
Pass out
the scripts on Mondays. Students will STAPLE the top left
corner INTO their agendas (with my help I am sure!) so it doesn't
get lost. Students will be asked/ told NOT to pull the script
out so that it does not get lost!!!
I will
check agendas Tuesday- Fridays for a parent signature. Those
without signatures will have study hall. They can practice in study
hall.
On
Fridays, students will meet in their groups for about 15 minutes to
get it all together (However, I will give them a few more minutes
the first go around!)
Students
will perform for each other!
Since I teach two classes Language Arts
we will alternate weeks, to reduce copying. I have also
recruited some other teachers on my grade level to do this as well,
so we can share the copies (and copy counts!). Most of the
reader's theaters will be adaptations of picture books (since these
are the most available). I was thinking, if I am feeling
frisky, it would be nice to send home a copy of the picture book
with one student a night and then have the students rotate the book
so they could all read it before performing. But, I am not
guaranteeing anything!!!
Where Can I Find Scripts?
Here are some websites with FREE scripts:
http://www.readinglady.com/index.php?name=Downloads&req=viewdownload&cid=7
Pages and pages of readers theaters to
down load
http://www.aaronshepard.com/
Another great ones with tips on using RT.
http://www.teachingheart.net/readerstheater.htm
Lots of different resources for all ages.
http://loiswalker.com/catalog/guidesamples.html
http://richmond.k12.va.us/readamillion/readerstheater.htm
http://www.surfcitydelux.com/readerstheater/index.html
Excellent!!!!!
http://www.cdli.ca/CITE/langrt.htm
http://www.educationworld.com/a_curr/reading/index.shtml#theater
A few holiday and fractured fairy tales.
http://pbskids.org/zoom/activities/playhouse/
Readers Theaters from PBS.
http://www.myteacherpages.com/webpages/JGriffin/readers.cfm
several short readers theater
Extension
Activities for Reader's Theater
Have the students create headbands for their part. Students
write the character's name on the band and then can attach pictures
of things that represent their character. I have been really
surprised at some of the thinking they will do to come up with
"just" the right picture. I only do this one occasionally.
Here is an idea that was
shared on
teachers.net
Cute idea from the
workshop, get an old white sheet or a piece of white/off white
material, attach to the ceiling when you're doing a play and let
drop down. On overhead transparency have kids draw a scene from the
play that could be a backdrop and turn it on (behind the material)
and you'll have an instant backdrop. The presenter said the kids
just love it, and it changes each time you do it.
All graphics are from
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