5-Day Instructional Plan to Implement Readers' Theater
Dear Parents,
Your student will begin doing a Readers’ Theater program in class that will aid them in their development of reading fluency. We will start out by me choosing a script for them to work with and progress to them taking text and turning it into scripts themselves. I have attached the following 5-Day Plan for how we will incorporate Readers’ Theater into our classroom each week. The students will have a new script each week to work with.
5-Day Instructional Plan for Readers’ Theater
Day 1 –
· The students will have the chance to familiarize themselves with the script chosen for the week during a mini-lesson on a particular reading strategy.
· The students will practice reading their scripts independently.
· They will then take their script home to practice with.
The benefits to this is that the students will not have any assigned parts or roles so they will have the chance to read all parts so that they can decide which part they want to read during the performance.
Day 2 –
· The students will be formed into groups based on varying reading levels.
· In their groups, the students will read different parts to make their decisions on which part they will practice the rest of the week.
· The students will choose the assigned parts and will read their script in their groups again and will read the parts they chose to read.
Day 3 –
· The students will continue to read their assigned roles.
· The group will work together to identify any challenges they are having with word meaning, word recognition, and prosodic features.
· If any group is having difficulties with this task, I will be going around to each group regularly to check their progress.
Day 4 –
· This will be a rehearsal day for the students.
· The students will spend time to practice reading their script one more time before the performance day.
· They will also take time to figure out how they want to stand and any other performance-related aspects.
Day 5 –
· This is PERFORMANCE DAY!!
· The students will perform their scripts for the other students in the class.
· Once the students become efficient with this reading activity, we will also perform in front of the grade level.
Parents are welcome to attend the Friday performances. Please remember to encourage your student to practice their scripts at home each day. Practice is a very important part of this activity as practice is what will help your students become fluent readers. Thank you for all of your hard work at home with your students.
Sincerely,
Mrs. Palacios
Memo:
This artifact was inspired by Martinez's article "I Never Thought I Could Be a Star" and Young's article "Implementing Readers Theater as an Approach to Classroom Fluency." Both articles discusses studies that were done where Readers' Theater was brought in as a research study and the program was done for a 10-week period each day of the week. The articles discussed the students' reading levels prior to the Readers' Theater activity and then the students' reading levels after going through each of the different parts of daily program. Being exposed to the Readers' Theater strategy every day provides students with multiple opportunities to practice reading their roles in their scripts in order to be completely prepared for their performance days.
Source
Martinez, Miriam and Roser, Nancy L. and Strecker, Susan. (2002). “I Never Thought I Could Be a Star: A Readers Theatre ticket to fluency. 97-104.
Young, Chase and Rasinski, Timothy. (2009). Implementing Readers Theatre as an Approach to Classroom Fluency Instruction. The Reading Teacher. 63(1) p.p. 4-12.
Your student will begin doing a Readers’ Theater program in class that will aid them in their development of reading fluency. We will start out by me choosing a script for them to work with and progress to them taking text and turning it into scripts themselves. I have attached the following 5-Day Plan for how we will incorporate Readers’ Theater into our classroom each week. The students will have a new script each week to work with.
5-Day Instructional Plan for Readers’ Theater
Day 1 –
· The students will have the chance to familiarize themselves with the script chosen for the week during a mini-lesson on a particular reading strategy.
· The students will practice reading their scripts independently.
· They will then take their script home to practice with.
The benefits to this is that the students will not have any assigned parts or roles so they will have the chance to read all parts so that they can decide which part they want to read during the performance.
Day 2 –
· The students will be formed into groups based on varying reading levels.
· In their groups, the students will read different parts to make their decisions on which part they will practice the rest of the week.
· The students will choose the assigned parts and will read their script in their groups again and will read the parts they chose to read.
Day 3 –
· The students will continue to read their assigned roles.
· The group will work together to identify any challenges they are having with word meaning, word recognition, and prosodic features.
· If any group is having difficulties with this task, I will be going around to each group regularly to check their progress.
Day 4 –
· This will be a rehearsal day for the students.
· The students will spend time to practice reading their script one more time before the performance day.
· They will also take time to figure out how they want to stand and any other performance-related aspects.
Day 5 –
· This is PERFORMANCE DAY!!
· The students will perform their scripts for the other students in the class.
· Once the students become efficient with this reading activity, we will also perform in front of the grade level.
Parents are welcome to attend the Friday performances. Please remember to encourage your student to practice their scripts at home each day. Practice is a very important part of this activity as practice is what will help your students become fluent readers. Thank you for all of your hard work at home with your students.
Sincerely,
Mrs. Palacios
Memo:
This artifact was inspired by Martinez's article "I Never Thought I Could Be a Star" and Young's article "Implementing Readers Theater as an Approach to Classroom Fluency." Both articles discusses studies that were done where Readers' Theater was brought in as a research study and the program was done for a 10-week period each day of the week. The articles discussed the students' reading levels prior to the Readers' Theater activity and then the students' reading levels after going through each of the different parts of daily program. Being exposed to the Readers' Theater strategy every day provides students with multiple opportunities to practice reading their roles in their scripts in order to be completely prepared for their performance days.
Source
Martinez, Miriam and Roser, Nancy L. and Strecker, Susan. (2002). “I Never Thought I Could Be a Star: A Readers Theatre ticket to fluency. 97-104.
Young, Chase and Rasinski, Timothy. (2009). Implementing Readers Theatre as an Approach to Classroom Fluency Instruction. The Reading Teacher. 63(1) p.p. 4-12.
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