Reading Strategy Demonstration

Written Component

Subject/Course: Literacy Grade Level: 3-11 Topic: Readers Theatre

Names: Ashley McRae, Amanda Maye and Melissa Moore Date: March 20th, 2013 Time: 8:30am

Expectations (Outcomes) a) Students will be expected to adapt volume, projection, facial expression, gestures and tone of voice to the speaking occasion (grade 3-4, GCO 2, pg. 25) b) Students will be expected to understand the importance of adapting communication choices such as vocabulary, sentence structure, rate of speech, and tone to meet the needs of different purposes and audiences; select suitable communication choices in various speaking contexts (grade 8, GCO 2, pg. 22) c) Students will be expected to effectively adapt language and delivery for a variety of audiences and situations in order to achieve their goals or intents (grade 11, GCO 2, pg. 25) Rationale Readers Theatre covers these four outcomes as they all relate to the use of facial expression and the use of voice to convey meaning in a text. This reading strategy allows students to demonstrate their comprehension of a text by the use of oral language and dramatic expression. Its a fun and creative way for students to express themselves in a literacy class from K-12. Environment and Learning Resources a) Introduction and Content Focus: Students will be introduced to the Readers Theatre strategy through a quick synopsis of the rationale, procedures and purpose of the reading strategy by the instructor. They will be asked to follow along on their hand-outs and encouraged to take notes on their hand-outs as necessary. Following this introduction, the instructors will demonstrate the reading strategy with a modelling activity. The instructors will demonstrate the process of readers theatre with a dramatic reading of The Animal Trainer. With this introduction, we expect to have students focused to the process of readers theatre and how it would function in a literacy class. b) Learning Environment: The desks will be divided into three sections: one table group of 6 students, one table group of 10 students, and one more table group of 6 students. This will be done before class to help with the ease of transitions. After the introduction and the model of the reading strategy, each instructor will do a guided practice with a table group. One table group will remain in the classroom, one table group will go to a meeting room, and the other table group will go to another meeting room. Once the guided practice component is finished, the students will return to the classroom with their instructor and present their script to the class. They will either stand up or sit down for their presentation (they will decide as a group). c) Learning Resources: Aside from the hand-outs, printed copies of three different readers theatre scripts will need to be ready prior to class: 7 copies of Riddles in the Dark, 7 copies of Billy Goats Gruff and 11 copies of Sleeping Beauty. Three copies of The Animal Trainer will need to be printed prior to class for the instructors demonstration. There will be no props or costumes provided as the focus is on dramatic expression and not role play. d) Learners: In order for readers theatre to be successful and fun for all students, they need to participate in the activity with enthusiasm and positivity. Guided practice will be given to ensure

that students feel comfortable with the language and format of the scripts. This also gives them time to practice their facial expressions and volume of voice. Scripts need to be chosen for the appropriate reading level of students to challenge them, not frustrate them. The instructor needs to review the scripts to not only ensure that they are appropriate and engaging, but that if any vocabulary needs to be reviewed or introduced, it can be done prior to the reading activity. Finally, a safe learning environment needs to be created in the classroom so that students feel comfortable reading in front of their peers; they will be encouraged, not discouraged. e) Background for Teachers: In order to use this strategy, teachers need to be aware of how to find appropriate readers theatre scripts for their students reading abilities. Teachers also need to be aware of the comfort level of their students. For example, if many students are shy or reserved about their reading, this strategy may have to be built up to before it can be implemented successfully. The scripts need to be reviewed ahead of time so that vocabulary words can be identified and explained to ensure student comprehension. Guided practice of the strategy and modelling of the strategy would be imperative for student success. Workshops or sufficient practice time would need to be given to ensure students are comfortable with a script. Positive feedback and a review of proper procedures/rules would be a way of creating a safe learning environment for students to showcase their dramatic reading abilities. Finally, script materials and/or props should be ready beforehand to help with easy transitions. If students are able to take notes on their own scripts, they will feel more comfortable with the strategy. Developing the Strategy a) Introducing the Activity: The presentation will begin with an introduction to the reading strategy, an overview of the agenda and an introduction to the outcomes. Hand-outs will be distributed before class so that students can refer to the guidelines of the strategy during the introductory discussion. An emphasis will be made during the introduction to the outcomes that this strategy can be used at any grade level to cover the same outcome (with increasing complexity). One instructor will explain the rationale for using readers theatre for covering literacy outcomes, one instructor will go over the procedures for using this strategy with the aide of the hand-out, and one instructor will review the purpose of the reading strategy as a whole. Following this brief overview, the three instructors will demonstrate the strategy with a dramatic reading of The Animal Trainer. They will be seated in front of the class and will go through the script for 2-3 minutes to model proper tone of voice, projection and facial expression. After the demonstration, students will be introduced to the activity component of the presentation. b) Routines: The activity component of the presentation consists of a guided practice session for 10 minutes with one of the instructors. Students will be divided into three groups according to their table teams.

 The procedures for the activity will be introduced to the students, and a C4U will be done to ensure student comprehension. Students will have 10 minutes with their instructors and 5 minutes to present to the class upon returning to the room. One group of 6 will go with an instructor to a meeting room to practice reading the script Riddles in the Dark. This group will be assigned roles, taught how to read the text with facial expressions, voice tone and volume, and proper annunciation. Any words that need to be reviewed for comprehension will be done so at this time. Students will be encouraged to take notes on their scripts to help them in their reading. Finally, they will have time to discuss as a group what portion of the script they would like to present to the class. The other group of 6 will go with an instructor to a meeting room to practice reading the script Billy Goats Gruff. The same process that is outlined for the Riddles in the Dark script for guided practice will be used for this script as well. The group of 10 will remain in the classroom with an instructor to practice reading the script Sleeping Beauty. The same process that is outlined for the other two scripts will be used during this guided practice activity. Once the ten minutes have elapsed, the groups will return to the classroom and present their script for 5 minutes to the class and watch the other two groups present. After the presentations have been completed, the instructors will proceed into the warp-up discussion. The wrap-up component of the lesson will involve a class discussion of stars and wishes for this reading strategy. An example is already given on the hand-out and students will be encouraged to express their thoughts on the strategy. If a wish is given, students will be asked to brainstorm ways to make the wish work for students and/or teachers. This discussion will be roughly 5 minutes in length. c) Teachers Role: The wrap-up component of the lesson will involve a class discussion of stars and wishes for this reading strategy. An example is already given on the hand-out and students will be encouraged to express their thoughts on the strategy. If a wish is given, students will be asked to brainstorm ways to make the wish work for students and/or teachers. This discussion will be roughly 5 minutes in length. In a classroom setting, the discussions would be focused around the themes and content of the scripts read. They would also be touched on in proceeding classes to provide adequate time to comprehend the themes and ideas within the text. However, this presentation will focus the discussion on the strategy itself and how to best use it in a classroom setting for various grade levels. Assessment Students will be expected to adapt volume, projection, facial expression, gestures and tone of voice to the speaking occasion (grade 3-4, GCO 2, pg. 25) This will be assessed through a dramatic reading of Billy Goats Gruff. During the guided practice component, the instructor will be able to determine which students may be struggling with the script and offer them help. As well, the instructor will be able to determine which students are participating. Finally, during the presentation to the class, the instructors will be able to assess how well the students implemented the strategies discussed during the guided practice session into their dramatic reading presentation. Students will be expected to understand the importance of adapting communication choices such as vocabulary, sentence structure, rate of speech, and tone to meet the needs of different

purposes and audiences; select suitable communication choices in various speaking contexts (grade 8, GCO 2, pg. 22) This will be assessed through a dramatic reading of Sleeping Beauty. During the guided practice component, the instructor will be able to determine which students may be struggling with the script and offer them help. As well, the instructor will be able to determine which students are participating. Finally, during the presentation to the class, the instructors will be able to assess how well the students implemented the strategies discussed during the guided practice session into their dramatic reading presentation. Students will be expected to effectively adapt language and delivery for a variety of audiences and situations in order to achieve their goals or intents (grade 11, GCO 2, pg. 25) This will be assessed through a dramatic reading of Riddles in the Dark. During the guided practice component, the instructor will be able to determine which students may be struggling with the script and offer them help. As well, the instructor will be able to determine which students are participating. Finally, during the presentation to the class, the instructors will be able to assess how well the students implemented the strategies discussed during the guided practice session into their dramatic reading presentation. Reflections We chose this reading strategy because we are all big believers in dramatic play and role play in the classroom not just literacy class. We wanted to create a fun presentation for our peers that demonstrated a different way to assess students reading comprehension and oral language. We do realize that not everyone feels comfortable reading in front of their peers or doing dramatic play, however, we feel that if the proper environment is created, and if the strategy is introduced later in the year, students will feel comfortable. Another realization that we came to was that readers theatre is different than role play. There are no costumes or props involved (typically) which means that students need to rely on their voice and facial expressions to convey meaning. This can be hard which is why we decided to have a guided practice session for students to have an instructor work with them on-on-one. We also felt like a modelling presentation by us, the instructors, was necessary in order to help our peers understand the strategy. Finally, we chose three different scripts to use because they demonstrate how this reading strategy can be used at any grade level. As well, this strategy could be used in a Social Studies class for a lesson on a historical figure or event. Conversely, a script that has a link with math or science could be incorporated for another cross-curricular connection.