L Reading Interventions Readers Theatre Choosing a good script is the key to having successful Readers Theatre experiences. Scripts should be age- and grade-level appropriate, written at the readability level of the students in that group and interesting. Scripts should contain rich vocabulary, be grammatically correct, and contain content area material, and/or language arts topics (fairy tales, cause and effect or similies). Readers Theatre scripts can be bought, found online or written by students based on a text. The average time spent on one script is generally 5-10 days. Below is a five-day outline: Day i-Give a copy of the script to each student, read the title and its author. Ask students to make predictions. Read the script orally to the students as they follow along. After reading it aloud, ask some basic comprehension questions and ask for any connections. With student input, create a list of interesting or challenging vocabulary words from the script. Refer to the list daily, focusing on the pronunciation, spelling and meaning of the words. Day 2-Students should take turns reading parts of the script. Students can work with a partner and read every other line, or whatever variation the teacher decides. Parts are not chosen yet. While students are reading, the teacher offers assistance and gives advice (such as read with more feeling, or at an appropriate rate). Day 3-Students continue the paired repeated reading or group reading while the teacher provides support. Parts can be chosen today by the teacher or by the group (or a combination). Students can begin to read their assigned parts. Consider allowing students to take home a copy of the script for additional practice. Day 4-Students read their assigned role in the group. The group should have enough time to read through the whole script at least twice while the teacher continues to circulate through the groups for support and advice. Students should also know where to stand for the performance and should practice standing quietly "on stage" even when it's not their speaking part. Day 5-Performance Day! If there's time, allow students one final run through before performing in front of their peers (or parents, if invited). If Readers Theatre is commonplace in your classroom, consider rotating classes, office staff, or parents into your room.
5
Embed
Readers Theatre - West Branch High School Theater.pdf · Reader's Theatre ProgressMonitoring The next pagesare aneasyway to record &graph your reading fluency progress monitoring
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
L
Reading Interventions
Readers Theatre
Choosing a good script is the key to having successful Readers Theatre experiences.Scripts should be age- and grade-level appropriate, written at the readability level of thestudents in that group and interesting. Scripts should contain rich vocabulary, begrammatically correct, and contain content area material, and/or language arts topics(fairy tales, cause and effect or similies). Readers Theatre scripts can be bought, foundonline or written by students based on a text. The average time spent on one script isgenerally 5-10 days. Below is a five-day outline:
Day i-Give a copy of the script to each student, read the title and its author. Askstudents to make predictions. Read the script orally to the students as they follow along.After reading it aloud, ask some basic comprehension questions and ask for anyconnections. With student input, create a list of interesting or challenging vocabularywords from the script. Refer to the list daily, focusing on the pronunciation, spelling andmeaning of the words.
Day 2-Students should take turns reading parts of the script. Students can work with apartner and read every other line, or whatever variation the teacher decides. Parts arenot chosen yet. While students are reading, the teacher offers assistance and givesadvice (such as read with more feeling, or at an appropriate rate).
Day 3-Students continue the paired repeated reading or group reading while the teacherprovides support. Parts can be chosen today by the teacher or by the group (or acombination). Students can begin to read their assigned parts. Consider allowing studentsto take home a copy of the script for additional practice.
Day 4-Students read their assigned role in the group. The group should have enough timeto read through the whole script at least twice while the teacher continues to circulatethrough the groups for support and advice. Students should also know where to stand forthe performance and should practice standing quietly "on stage" even when it's not theirspeaking part.
Day 5-Performance Day! If there's time, allow students one final run through beforeperforming in front of their peers (or parents, if invited). If Readers Theatre iscommonplace in your classroom, consider rotating classes, office staff, or parents intoyour room.
Reader's Theatre Progress Monitoring
The next pages are an easy way to record & graph your reading
fluency progress monitoring data. Here are the steps to use
them:
1. Collect 3 samples of the student's current words readcorrectly per minute. Circle these three numbers in thegray "baseline" section (one per column).
2. Begin intervention.
3. One time weekly, collect a sample of the student's wordsread correctly per minute and circle that number in the
white "intervention" section.
Tips: You may use grade level instructional text (Reading Street Fluency
Passages) to gather a 1minute fluency sample or DIBELS/AIMSweb/CBMprogress monitoring probes.
Date each data point in the first row of the table.
There are three different sheets/ depending on the student's level (up to 40/up to 90/ and up to 125 words read correctly per minute).