Reader’s Theater Carol Bedard, Ph.D. Greater Houston Area Writing Project University of Houston- Downtown

Reader Response Building Blocks Activating prior knowledge/building background knowledge Scaffolding Modeling Assessment

Activating Prior Knowledge Building Background Good readers rely on background knowledge to help them make sense of text. Tovani (2000, p. 64) For many struggling learners, limited knowledge background, not poor reading skills, underlies their problems with text. Irvin, Buehl, & Klemp (2003, p. 56)

Building Background Activity Write about the 1930s Dust Bowl Share Preview Dust Bowl posters Write one fact and one opinion about the Dust Bowl Using written information, perform a Choral Reading Write about the 1930s Dust Bowl Share Debrief

Scaffolding Helping Students Deal with “Difficult Texts” Hold students responsible for only part of a text. Help students to prepare for reading and to set a clear purpose for reading. Use difficult but important material in a listening comprehension lesson. Make extensive use of visual aids. Irwin, Buehl, Klemp (2003)

Scaffolding Activity Read Out of the Dust passage (part of text, listening, purpose) Draw rabbit hunt Share View Surviving the Dust Bowl video clip (use of visual aids) Draw rabbit hunt Share Debrief

Modeling “…Education is not a Nike commercial: you can’t say, “Just do it.” Instead, we must show students how to do it. That means we’ve got to be very direct and explicit in strategy instruction.” (Beers, 2003, p. 41)

Model “Most teachers fail to devote much time to helping students become aware of text structure. Awareness of text structure is an important metacognitive skill that should be made a part of learning to read and write.” Irwin, Buehl, Klemp (2003, p. 88)

Modeling Activity Perform student created readers theater scripts Discussion * First impressions * Question: What elements did the students need to consider in order to write the script? In groups, write a reader’s theater script about any topic related to the Dust Bowl Perform scripts Extensions

Benefits of Reader’s Theater Builds fluency Develops ability to determine what is important (Summarization) Makes writing more comprehensible Builds vocabulary Provides opportunity to work collaboratively to accomplish a meaningful task

Assessment According to Langer (2000), teachers in high-performing schools guide students through their tasks and share rubrics for evaluating their performance with students.

Possible Rubric Components Collaborative Effort Content *Accurate information *Topic covered in-depth *Plotline is understandable Performance---voice/pacing/eye-contact Organization--

References Beers, B. (2003). When Kids Can’t Read: What Teachers Can Do. Portsmouth, NH: Heinemann. Drain, M., & Samels, M. (Producers). (1998). Surviving the Dust Bowl : An American Experience (Film). (Available from PBS Home Video--- Hesse, K. (1997). Out of the Dust. New York: Scholastic Inc. Irvin, J.L., Buehl, D.R., & Klemp, R.M. (2003). Reading and the High School Student: Strategies to Enhance Literacy. New York: Ally and Bacon. Tovani, C. (2000). I Read it, But I Don’t Get It: Comprehension Strategies for Adolescent Readers. Portland, MA: Stenhouse Publishers. WEBSITE: Greater Houston Area Writing Project (demo lessons/features)