1. In the social studies classroom
Readers’ theater
In the social studies classroom

2. What is readers’ theater?
Think of it as a short play or radio play performed by students.
No props, costumes or blocking (movement) is necessary.
Students practice reading scripts in groups in class and individually at home in preparation for performance.

3. Literacy instruction made easy
What we already do:
Explicit vocabulary Instruction
Public speaking skills – projecting voice and speaking clearly
What we need to add for this:
Model expressive reading
Public speaking skills – projecting voice and speaking clearly

4. Why readers’ theater?
An active and fun way to integrate literacy while teaching content.
Promotes comprehension and vocabulary acquisition by improving fluency through rereading.
Improves enthusiasm for reading. Kids will have fun!
Did I say it promotes comprehension and retention of content?

5. Why readers’ theater? Literacy permeates all aspects of education.
As social studies teachers, we have all seen students struggle to access text books and content.
Readers’ Theater is a great way to teach content while reinforcing literacy skills such as comprehension, vocabulary and fluency.

7. Where can I get scripts?
Use premade scripts either purchased or found free on the web.
Teacher adapted scripts.
Student adapted scripts.
Teacher created scripts.
Student created scripts

8. Ready-made scripts
Websites can be found where scripts are available for free.
Paid subscription websites offer scripts.
Books are sold with collections of scripts. Usually divided by grade level and/or content.

9. Readers’ theater in action: ready-made scripts
Get in groups of 4-5 people.
Once you receive your script, assign each member of your group a part.
Read through your script individually and then as a group.
Perform for everyone! Expression!

10. Adapted from what? Historical fiction Picture books Text books
Speeches
Narrative Poems

11. Adapted from what? Historical Fiction and Picture Books
- Use excerpts with rich dialogue that capture a specific aspect of content or point of view.
- Identify and divide up dialogue and non dialogue parts to be read by narrator(s).
- Provide copies for all students in each group.
- Students practice parts in class and at home. Stress reading smoothly (not quickly) with expression. Encourage performance!

12. Adapted from what? Speeches or narrative poems
- Gives the chance to highlight primary source documents and capture a moment in time.
- Provides the opportunity for students to work individually with the benefits of readers’ theater.
- Can allow for collaboration with the addition of narrators to explain context and/or historical significance.
- Students practice parts in class and at home. Stress reading smoothly (not quickly) with expression. Encourage performance!

13. Readers’ theater in action: adapting scripts
Get in groups of 3-4 people.
Read through your excerpt.
Decide on how you will break up the excerpt into different parts.
Use a different color highlighter to separate parts.
Perform for everyone!

14. Created from what? Nonfiction, textbooks, and class notes
- Write an original narrative story using taught content.
- Create a newscast using descriptions of historical events and interview with fictional characters and/or historical figures.
- Using a textbook, create a flipped classroom script complete with student questions and teacher explanations.
- Create interviews with historical figures
- Students practice parts in class and at home. Stress reading smoothly (not quickly) with expression. Encourage performance!

15. Teacher or student Created scripts?
Premade scripts
Less stress for teachers.
Quicker to implement.
Students get introduced to process.
Teacher adapted or created scripts
Allows targeting of more specific information.
Allows for a personal touch and more interesting scripts
Student adapted or created scripts
Allows for collaboration and creativity.
Supports and demonstrates a deeper knowledge of content.

16. Scaffolding instruction for student control
All of the previous methods for teacher adapted scripts may be scaffolded to turn over the responsibility of creating scripts to students.
1. Supplying them with scripts first gives them a model of what a good script looks like.
2. Gradually increase the level of independence as students become more capable and comfortable of creating their own scripts.
3. Start small!!!

17. Readers’ theatre in the social studies classroom
Try it!!!
Repeated readings are proven to improve fluency, comprehension, and vocabulary.
Giving students the choice to adapt, or create their own scripts with a variety of materials allows for differentiation.
Students have the choice to both work collaboratively adapting or writing scripts or individually using a speech or a poem.
You will see a difference in both quality of discussion, engagement and assessment scores.

18. Interested in implementing readers’ theater in your classroom?
Join the Social Studies Readers’ Theater PLC to be meeting monthly at a time TBD
Be a part of the puzzle!