Reader's+Theater

=Teacher Tube= =media type="custom" key="6253037"= =Reader's Theater- Marilyn Ellis =

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**Readers Theater is a dramatic presentation of a written work in a script form. Readers read from a "script" and reading parts are divided among the readers. No memorization, costumes, blocking, or special lighting is needed. Presentations can easily be done in a k-3 classroom. Scripts are held by the readers. Lines are not memorized. The focus is on reading the text with expressive voices and gestures. Making comprehending the text meaningful and fun for the student!**

Possible Outline for Reader's Theater
Day one: Introduce the scripts, Use scripts that are based on pictures books (like __A Porcupine Named Fluffy__ and __Dogs Breath__). First, read the picture books and discuss the stories and any twists or interesting pictures. Then, 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. Explain 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. DON'T assign parts yet because you want all the students to practice first. Then at the end of the day try to let the kids pick the parts they want. Sometimes two or three kids will want the same part so get them to choose a number between 1 and 10. The child with the number closest to the one secretly choose, gets the part. Day three and four: Practice, Practice, Practice! Practice introducing the play (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. We are not memorizing these scripts but perfecting our voices. http://www.teachingheart.net/readerstheater.htm

**"Reader's Theater proved to be almost a magic solution for Griffith: In just 10 weeks of using RT, every child in her class had gained a full grade level in reading. After a year, the children's gains had jumped to three years of growth. Griffith calls the transformation in their reading fluency totally remarkable." Quote taken from** [|**The Power of Reader's Theater, Scholastic Instructor**]