Marci Bundy

EDUC 4020

March 5, 2003

Reader’s Theatre

 

Reader’s Theatre is one great active reading process that enhances comprehension.  Active reading processes provide fluency and higher levels of comprehension.  These qualities are gained through repeated reading and using the language with interactive transactions.  When we say information over and over, it becomes fluent.  To present the Reader’s Theatre fluently, students must read it many times.  When writing script, students must closely examine the text they are taking it from.  Working in groups lets students express their feelings about text and discuss word meaning.  All of these activities are used to create a Reader’s Theatre and help students comprehend information. 

           

Step By Step

  1. Choose the Text
    • Text can be taken from any materials that fill the curriculum, such as literature, poetry, music, textbooks, and magazine or newspaper articles.
    • New vocabulary should be contained in the text. 
  2. Writing the Script
    • Many Scripts can be bought or found on the internet, however, they are not hard to write. 
    • When possible, students should be involved in writing the script.
    • Dialogue can be adapted for the grade level. 
    • The goal of creating an opportunity for students to feel success should not be forgotten.
  3. Preparing the Scripts
    • A folder containing a script should be created for each character. 
    • The lines belonging to the character should be highlighted. 
    • Another copy of the script should be highlighted and sent home for the student to study and rehears.
  4. Organizing For Presentation
    • Presentation skills can be learned through whole class and small group activities.  This gives children opportunities to feel comfortable practicing two- or three- character stories. 
    • Highlight the piece and assign the parts to all boys, all girls, or all students.  Perform the poem as a whole. 
    • Be sure to remind students to practice expressive reading.
    • Next, split students into groups.  Assign them their roles.  These should be planned ahead to match the difficulty of the passages with each student’s reading level.  This gives students opportunities to practice their scripts every day.  In addition, props can be made in art.
  5. Presenting Reader’s Theatre
    • Students hold scripts in their hands and may stand or sit.  When sitting, the students should stand when they are speaking.  If they are standing, they should step forward. 
    • Teach students the importance of an audience and the behavior an audience should contain. 
    • Be sure to invite parents, administrators, and other classes to watch the event. 
  6. Continuing The Learning
    • The students should discuss in small groups and as a class how they felt about their performance.  The discussion should contain “the meaning of the text in relation to the role of the characters, new vocabulary, interaction of the material presented with other curricular areas, and changes in previously held ideas about the text.” 
    • The props, costumes, and scripts should be put in a literacy center where students can continue to read and play roles in the Reader’s Theatre.   

 

Internet Resources

           

            http://loiswalker.com/catalog/guidesamples.html

           

            http://www.teachingheart.net/readerstheater.htm

           

            http://www.proteacher.com/070173.shtml