Third+Grade+Reader's+Theater+for+English+Language+Learners

Using Reader's Theater to develop fluency for English Language Learners.
National Reading Panel Findings On Fluency One of the most effective ways to help English Language Learners improve fluency is to introduce Reader's Theater. It is a fun and motivating way to keep kids engaged. Short leveled scripts can be located in various books or on the internet. Strong readers are assigned the role of director to organize the group and to assist struggling readers. Students practice understanding main idea, reading aloud, public performance skills and group participation.

Benefit of Reader's Theater participation from //Scholastic Instructo//r:
The Power of Reader's Theater An easy way to make dramatic changes in kids' fluency, writing, listening, and social skills http://teacher.scholastic.com/products/instructor/readerstheater.htm

1.5 use information from their reading to increase vocabulary and language usage. 2.2 write and speak for a variety of purposes such as telling stories, presenting analytical responses to literature, conveying technical information, explaining concepts and procedures, and persuading;
 * DPS Reading and Writing Standards addressed:**
 * STANDARD 1**: Students read and understand a variety of materials.
 * STANDARD 2:** Students write and speak for a variety of purposes and audiences.

**Planning:** There are many resources for locating appropriate elementary level plays. Recommended books with scripts include:
Bauer, Caroline Feller. __Presenting Reader's Theater: Plays and Poems to Read Aloud__. New York: H. W. Wilson, 1987. Croll, Carolyn, and Carol Pugliano. __Easy-to-Read Folk and Fairy Tale Plays (Grades 1-3)__. New York: Scholastic, 1999. Fredericks, Anthony D.. __Silly Salamanders and Other Slightly Stupid Stuff for Readers Theatre:__. Englewood: Teacher Ideas Press, 2000. __Readers Theatre for Primary Grades (Readers Theater)__. Austin: Steck Vaughn, 2004. __Readers' Theater: Featuring Science and Social Studies Topics, Grade 4 (Readers Theater: Science and Social Studies)__. Austin: Steck-Vaughn, 2006.

Internet sites: http://www.aaronshep.com How to use reader's theater, sample scripts from a children's author who specializes in readers theater and an extensive list of resources. http://www.loiswalker.com Includes lots of readers theater scripts for a variety of reading levels.

Length of time: 4-5 forty five minute class periods

**Lesson One:**
Ask students to name their favorite TV/movie actors and then direct discussion to definition of character, plot, and problem/ solution. In small groups students can discuss how TV movie characters are realistic or totally made up. Discussion can include: Record significant musings in chart for the class to see. Teacher introduces concept of Reader's Theater as a first step to becoming an accomplished actor. Students examine sample scripts and individual play directors are chosen. Directors or teacher can assign parts in scripts to form reader's theater groups.
 * How do they know what to say?
 * What do they do to memorize their parts?
 * How much practice do they need?
 * What is the purpose of their stories?
 * How can third graders become performers?

**Lesson Two**
Begin class with student questions about reader's theater, expectations, and performance schedule. Pass out scripts and students break into groups to silently read through the play. Pass out paper and pencils so students can write 2-3 sentences on "the story is mostly about ......". Discuss the role of the director as "boss" making artistic decisions, helping struggling readers with unknown words, and keeping the group on task. By end the class, the group should attempt its first reading of the play.

**Lessons 3-4 (Depending on time)**
Groups should read through entire play 3-4 times and the teacher can listen in on groups to see if any students have oral reading, pronunciation, or comprehension problems. (When groups say they are done, which they inevitably will, ask them if they are ready to perform in front of an audience. They will usually admit they need more practice. When students are ready line up chairs and do a "dress rehearsal" for the teacher one group at a time. Ask them to critique their performance to determine if they are ready for a performance.

**__Lesson 5__**
Performance week. Review expectations of the audience while a group is performing. Set up a video camera or Mac computer with Photobooth. Record the performances. When performances are complete provide an individual fluency record to each student and ask them to fill out while watching the playback. It is not necessary to show the recording to the entire class. While one group is viewing and the other groups can respond to the prompt." What have you learned from your acting experience?" The teacher can collect the fluency record and written response and if time permits can discuss with individual students.

Final thoughts from a teacher's perspective.
At Goldrick Elementary I have used the Reader's Theater project leading up to third grader's first CSAP test. As students anticipate their first test it is fun to give them a new learning experience to keep their attention focused. For most it their first experience with performance and they readily embrace the opportunity. In the beginning, they tend to overrate their skills and underrate the amount of time it takes to prepare. This has been an especially beneficial project for English Language Learners. With the support of the group, students with limited English practice correction pronunciation by repetition and gain understanding from other members of the group. I give the students who don't speak English the option of doing another project and I have yet to have a student choose that. They enjoy the challenge and work hard to learn their parts. It helps them build confidence in their oral skills. All the students love watching the recording of the performance and most can figure out on their own what they need to do to improve. **Third grade Goldrick students perform "The Big Bad Salamander and The Three Pigs"** <Back to Goldrick home page