Reader's Theater
Building Fluency and Expression
Stage of Literacy Development:
Stage 2: Consolidation / FluencyStage 3: Literacy for Growth
Ages:
5-12
Grade Range:
1st 2nd 3rd 4th 5th 6thFood Groups:
Primary:
Reading Fluency & Expression
Activity Description
Preparation:
-
Select a reader’s theater script
- You may wish to use an available script or adapt a narrative for a script
- Photocopy one script for each student
-
Organize student groups
- Assign a speaking part to each student within the group
- Use flexible and mixed ability groupings
Implementation:
Session 1:
-
Read aloud the script
- Have students follow along by reading their copy of the script silently
- Share the student groups and speaking parts
-
Have small groups read through the script
- Encourage students to sit in circles
-
Have groups reread the script
- Encourage students to add expression, actions and gestures
Session 2:
- Invite groups to perform in front of the class
Adaptations For
English Language Learners/ESL:
- Select an appropriate speaking part for the student
LD/Reading & Writing Difficulties:
- Have all students highlight their speaking parts
- Prior to the activity invite the student to practice reading his/her speaking part
- Select an appropriate speaking part for the student
Cultural Appropriateness & Diversity:
- Select a script that is culturally appropriate and includes a familiar topic
Differentiated Instruction:
- Select a script that includes a variety of reading levels
- Use flexible and mixed ability groupings
Related References
Source:
Worthy, J. (2008). Reader's Theater for Building Fluency: Strategies and Scripts for Making the Most of This Highly Effective, Motivating and Research-Based Approach to Oral Reading. Markham, ON: Scholastic Canada.
Evidence:
Young, C. & Rasinski, T. (2009). Implementing reader's theater as an approach to classroom fluency instruction. Reading Teacher, 63, 4-13.
Activity Objective
The goal of Reader's Theater: Building Fluency and Expression is to promote speed, accuracy and proper expression in reading by having students repeatedly read an engaging theatrical adaptation of a favorite story.
What You Need
Prep Time:
10-20 minutes
- Select a readers theater script
- Photocopy scripts (1 copy per student)
- Organize groups
Task Time:
2, 30 minute sessions
Session 1:
- Teacher and students share reading of script
- Students read script in small groups
- Students reread script and add expression
Session 2:
- Students perform in front of the class
Materials Required:
Teacher:
- Copy of script
Students:
- Copy of script
What You Do
Teacher Role:
Modeling:
- while class reads the script together
Supporter:
- while students read scripts
Facilitator:
- while students perform
Student Grouping:
Whole class:
- during shared reading of script and performances
Small groups:
- during readings of script
Assessment Ideas:
- Use a checklist to track fluency and expression as students read aloud in groups and perform in front of the class
- Track student participation and speaking and listening skills
- Provide students with oral feedback on their strengths and next steps
Quick Tips
Activity Extensions:
- Add costumes, props and background scenes
- Have students perform their reader's theater in front of the school or another class
- Invite parents into the classroom for a reader's theater performance
Additional Comments:
- The focus of reader's theater should be fluency and expression. Adding actions, gestures, props and costumes after the first read through can be a fun and motivating way to enhance performances.
- Encourage students to read from the text. Knowing that memorization of the text is not necessary will help students gain confidence in reading aloud, especially for less confident readers.
- Adapt a favorite narrative to a script.
- Reader's theater promotes cooperation. Discuss what cooperation looks like and sounds like with your students so they are aware of the expectations.
- Integrating drama into your literacy program fosters a motivation for learning and provides an opportunity for all students to participate.
Other Adaptations/Modifications:
- Provide a quiet work space for students disturbed by sound
