Readers' Theatre
Friday, 10:25-11:05am
Guided reading is a great way to support students literacy skills in a small-group format.
Our students are not always confident in reading, especially in front of others. Many of them are also not fluent and expressive. Practicing one short poem for a full week will provide them the repetition they need to become fluent and expressive in their reading. During the week, we will support students in their reading and presenting skills by modeling fluency and expression, coaching them, and encouraging them. Our students’ parents are also aware of our Reader’s Theatre program as we sent home a letter earlier in the year. They are also aware of how they can help their child develop fluency and expression in reading. Throughout the year, we have built a strong sense of community in the classroom. Therefore, our students will feel comfortable sharing their poems with the class. As students become more successful and confident in their fluency, expression and presentation skills, they will build confidence, meaning they will have an increased motivation to engage in literacy tasks. Our students are not always motivated because of some difficulties they may have. Therefore, it is our job to build up their interest so that they willingly engage in literacy activities.
What is Readers' Theatre?
Every Monday, students will sign out one poem of their choice. They will practice reading their poems during independent reading times throughout the week. They will also be able to take the poems home to practice. On Friday, during the Readers' Theatre period, students will have some extra time to practice. They will be encouraged to present their poem in front of the class. After the students' present on Friday, they will sign the poems back in. The purpose of this Readers' Theatre activity is for students to practice their fluency and expression. The best readers are able to read with fluency and expression. Most readers achieve this by continuously reading and practicing easy texts (Cunningham & Allington, 2011).
Our Program and Students
Poem Selection
Dreams
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
Langston Hughes
I Went to the Gym
I went to the gym.
I lifted a weight.
My muscles got bigger.
It felt really great.
I hoisted another,
a heavier one.
I got even stronger.
I thought it was fun.
I wandered outside where
I bent a steel bar.
I pulled up a park bench
and carried a car.
I picked up a truck
and then set out to try
to boost a big building
I spotted nearby.
So now I'm in jail, with
my muscles to thank.
I probably shouldn't have
held up that bank.
Kenn Nesbitt
We did a lot of research to find poems that students would be interested in reading and presenting. We have a good mix of funny poems and poems with important messages. It is important to have a variety of print so that our students can value all types of text (Cunningham & Allington, 2011). Within these categories, we have selected poems about many different topics such as electronics, video games, the gym, cars, school, emotions, music, dreams, love and not giving up. There is even a poem selected by famous rap artist, Tupak Shakur! We are also giving students an option to select a passage they would like to read. Considering their interest in television, movies and music, they will have little difficulty researching and finding a poem or passage they would like to share. We would review their selections, and model and coach them throughout the week. Some examples of text besides poems include, songs, comedic passages or long jokes, or a script. Through student choice and familiarity with the text, they are more likely to be successful in their fluency and expression, which will build confidence and support them when they read other texts in the future. Based on students’ improvement, we will add poems with more difficult vocabulary, greater length, and increased meaning. At the moment we have one length poem by Roald Dahl for any student who would like to challenge him or herself.
Refer to http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/50191/ for a more detailed explanation of how Readers' Theatre works from an experienced teacher.
An example of a short and funny passage students can choose to read for Readers' Theatre.
Love Poem
Love is strong yet delicate.
It can be broken.
To truly love is to understand this.
To be in love is to respect this.
Anonymous
My Teacher Took my iPod
My teacher took my iPod.
She said they had a rule;
I couldn't bring it into class
or even to the school.
She said she would return it;
I'd have it back that day.
But then she tried my headphones on
and gave a click on Play.
She looked a little startled,
but after just a while
she made sure we were occupied
and cracked a wicked smile.
Her body started swaying.
Her toes began to tap.
She started grooving in her seat
and rocking to the rap.
My teacher said she changed her mind.
She thinks it's now okay
to bring my iPod into class.
She takes it every day.
Kenn Nesbitt
