Readers’ Theater Guided Reading Caroline Martin

Readers’ Theater Two or more people read a piece of writing aloud, no memorizing is needed The story is conveyed through words, not “acting out” Focus on voice emphasis, tone and fluency (loud, soft, fast, slow, just boys, just girls, scary, sad, happy etc.) Strategy can be implemented in a number of ways: With a narrator to read neutral parts Assign individual roles Read in unison as a group

Use in a Classroom Divide students into two groups and assign a student director for each group The director quickly assigns script parts (This is a great way to give the students responsibility and independence.) Students need to understand that they may get multiple roles and must “play” any character (This makes it easy and fair, especially if you are planning to use this strategy frequently) Once parts are assigned, have the students read off the list of cast members to make sure everyone knows which part(s) they have and then… begin Teacher can and should move between “performances” to check vocabulary comprehension or to reinforce information and skills. Use to study a specific topic like the Salem Witch Trials or to promote and practice reading fluency. Incorporates linguistic, kinesthetic, interpersonal and verbal learning styles

Guided Reading Small group instruction for students who read at the same instructional text level Groups are fluid and range in size from 3 to 8 students Students are grouped by similar reading levels, reading behaviors and instructional needs Teacher introduces text and teaches specific strategies for reading and comprehending text Students read independently and discuss reading with group

A Typical Guided Reading Lesson Length of lesson: usually minutes Begin by introducing the text and new vocabulary Read the text-students read independently Discuss and revisit text read. For example, students can look for evidence that a character is brave or determined. During reading, observe how students use good reading strategies: picturing, wondering, guessing, noticing, figuring out and connecting Extend understanding: introduce students to story elements and literary devices such as plot, character, setting, author’s craft Teacher can assess understanding with oral or written responses, graphic organizers and extension activities after reading. For example, a group of third graders wrote newspaper articles about the important events in Fantastic Mr. Fox by Roald Dahl