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A Readers Theater Teacher's Guide from...
READERS THEATER
A READING RESOURCE, A TEACHING TOOL, A PERFORMANCE VEHICLE, AND A CHANCE TO PLAY WITH LANGUAGE!
"Everyone needs to talk - to hear and to play with language, to exercise the mind and emotions and tongue together. Out of this spirited speech can come meaningful, flavorful language, worth the time and effort of writing and rewriting, phrasing, rehearsing, and reading aloud."
(Source: Wolsch, R.A. and Wolsch, L.A.C. From speaking to writing to reading: Relating the arts of communication. New York, Columbia University Teachers College. Used to introduce SECTION 6: Sharing Stories, Poems and Songs. Enhancing and Evaluating Oral Communication in the Primary Grades. Student Assessment Branch, Ministry of Education, Province of British Columbia, Canada, January, 1988).
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WHY READERS THEATER?
You are about to discover that Readers Theater is the easiest, most effective, most rewarding, and most enjoyable way to…
* Motivate your ESL and Reluctant Readers!
* Improve your Students' Oral Language Skills!
* Improve your Students' Public Speaking Skills!
* Help your Students Appreciate a Well-Written and Well-Read Story!
* Heighten your Students' Interest in Vocabulary and Pronunciation!
* Introduce and Foster a Love of Reading in your Students!
* Find a Fun Way To Teach Facts, History, Social Studies Concepts!
And Here's the Best Part: Using Readers Theater, you can accomplish all the above with NO SPECIAL DRAMA TRAINING!
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USING RT SCRIPTS IN THE PRIMARY CLASSROOM
IMAGINE THIS SCENE:
A lower primary teacher sits in a large chair and invites the children to gather around on a carpeted area. Teacher hands each child a photocopied reader script entitled "Ardith Magee and the Christmas Shopping Spree." The children are happy and excited. They love Christmas stories.
The children open their scripts and, as teacher reads the story aloud, underline the reader lines marked ALL with colourful marker pens. Teacher frequently stops to help the children identify and mark the lines, then continues reading. The story is repetitious and the ALL lines appear over and over again in a predictable pattern. There is a lot of underlining to be done.
When the reading is finished everyone giggles and talks about Ardith and her pets. All of the pets begin with the letter A and buy Christmas gifts that also begin with the letter A! Teacher wonders if the children would like to help read the story? YES!
Rehearsal begins. The children are invited to practice the ALL lines which will be chanted in unison when it is time to share the reading. They have an especially good time with:
ALL: "IT'S CO00000000LD OUTSIDE! MY ALLIGATOR'S
NOSE WILL FREEZE!"
The readers practice rounding their lips and moaning "cooooooooold" has they hang on to and elongate the vowel sound. Some of them shiver, hug themselves, and roll their eyes in chilly delight. Everyone laughs as the words WILL FREEZE are emphasized and shouted in unison. All agree that the line - SO PUT A SOCK ON IT! has to be said in a comical way. Someone suggests hand movements or gestures for the lines WENT HOME and BIGGEST, WIDEST, LONGEST ANGORA SOCKS.
Time to read. The children wait in anticipation, fingers on the first ALL line, eyes bright. Teacher begins:
NARRATOR: On the Monday before Christmas, Ardith Magee decided
to take her pet alligator out for a Christmas shopping
spree. She opened her front door and checked the
weather. Then Ardith called to her mother.
ALL: IT'S CO000000LD OUTSIDE! MY ALLIGATOR'S NOSE
WILL FREEZE!
NARRATOR: And mother said,
ALL: SO PUT A SOCK ON IT!
The enthusiastic reading continues as Ardith's pets shop the mall for advent calendars, acoustic guitars, antbrittle, ankle bracelets and airline tickets to Australia.
Christmas morning arrives and the gifts are opened. Someone has forgotten something! Ardith's pet anatosaurus begins to cry and huge dinosaur tears pound the coffee table. Thank goodness Ardith knows how to set things right.
In the end, there is a merry Christmas for all!
The children finish the story and want to do it again. They like the script and are proud of their reading. When interest finally wanes, they run off to illustrate the text. Everyone has a favorite part, a favorite animal, a favorite gift, a favorite line. Discussions of the story can be heard all over the room. Everyone is smiling.
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TEACHER TIPS FOR LOWER AND UPPER PRIMARY CLASSROOMS
LOWER PRIMARY LEVELS
All LOWER PRIMARY Script For Schools scripts are written to elicit unison response participation from the whole class. This means that all students participate verbally in all script readings.
Each LOWER PRIMARY script format features:
1. Use of teacher or older reader as major narrator/storyteller.
2. Unison response reading from all students.
3. Highly predictable story structure.
4. Many repeated phrases which are chanted again and again throughout the reading.
ENCOURAGE READING
Even though repeated chanted lines will be easily memorized, supply each child with a script and encourage readers to underline the lines marked ALL. Before the first reading begins, practice any difficult words or phrases, reminding children to read the ALL lines as they appear in sequence. Be certain to make clear that the ALL lines are to be read and that the underlined parts are their words from the story.
Because "children who believe they can read actually become readers," it is important to refer to the story script experience as a reading experience. After the script has been read aloud a few times and confidence is gained, congratulate children on their reading (even though few may actually be reading, word for word).
IN-CLASS STRATEGIES
Although you may wish to stage LOWER PRIMARY readings for performance purposes, LOWER PRIMARY scripts should generally be used as viable in-class reading resources. As teacher, you take on the role of story narrator. Gather students around you, distribute scripts, help readers identify and underline ALL lines. Quickly rehearse difficult words, phrases, or poems that require attention to beat. Then READ. Encourage children to experiment, create, gesture, move, use facial expression, read with gusto, and have fun!
UPPER PRIMARY LEVELS
For your convenience, some of our primary script packages offer both LOWER PRIMARY and UPPER PRIMARY reading versions of the same story. Others, however, offer only one version. (Please check our catalogue or write for this information).
UPPER PRIMARY scripts differ from LOWER PRIMARY versions by including simple solo reading lines for the more advanced primary readers.
If you have purchased a script that seems too simple for your reading level, you may wish to turn that script into a usable UPPER PRIMARY adaptation by supplementing the ALL lines (whole class unison responses) with some additional solo lines. Here's how to adapt a script:
1. Carefully read through a Classroom Script and choose simple words and phrases that could be assigned to solo readers at your class reading level (These words and phrases may currently be assigned to the narrator/storyteller or found within the ALL lines).
2. Identify these words and phrases by underlining them, you have now created new Solo reading lines from the basic text,
3. Assign reader numbers to new solo reading lines by printing reader numbers (Reader 1, Reader 2, etc.) in left-hand margin and drawing arrow from reader numbers to underlined sections.
4. Photocopy, distribute, and assign volunteers to new solo parts. Ask class to underline solo parts in one predetermined color. Then underline ALL lines in another predetermined color. (Example: In each script copy, solo lines may be underlined in 'red. for easy identification by solo readers. ALL lines are underlined in green). Read, rehearse, exchange parts, and enjoy until interest wanes.
ENCOURAGING OWNERSHIP AT BOTH LEVELS
The act of taking part in a script reading promotes ownership of the story, especially if the experience has been positive, energetic, creative, and enjoyable. You might also encourage each child to collect photocopied Classroom Scripts in a three ring binder and to illustrate the scripts. Suggest that children take these collections home periodically and invite their friends and family members to join together in additional oral readings of the stories.
PRIMARY READINGS:
When reading with primary reading levels, early ESL, or remedial reading groups, it is important to choose scripts which feature predictable stories where special words and phrases are repeated throughout the reading.
In most Primary Readings, the teacher takes on the role of the major narrator while children participate by reading (or reciting)
simple words, phrases, chants, and repeated lines. This method resembles participation storytelling where young children assist the storyteller in telling a story by listening and then repeating on cue.
Because young readers who believe they can read actually will become readers, it is important to duplicate scripts and distribute
them to all children, regardless of reading abilities.
The scripts contain the actual words of the story and help children relate to the story they are about to hear read aloud to words on a page.
SEVEN STEPS TO A SUCCESSFUL PRIMARY READING:
Step 1: Duplicate and distribute scripts.
Step 2: Read the script out loud to the children and encourage all
children to join in on the repetitive words and phrases marked ALL.
Step 3: After the story has been read once or twice, you may wish
to help children underline the ALL lines.
Step 4: Then, you and the children will be ready to read the script
again, identifying each underlined section as it comes along.
Step 5: If simple solo lines or character parts are needed, assign or
ask for volunteers. Help these readers underline their parts in
different color. Rehearse the lines with each reader.
Step 6: Read the story again, including all readers.
Step 7: Encourage readers to illustrate their scripts and start their
own script collections in colorful binders. These scripts my be taken
home for re-reading with siblings or adults.
Throughout the year, parts may be swapped, and scripts read over
and over again. Perform your favorite and most practiced stories
for parents on Parents Day!
CHOOSE PREDICTABLE STORIES FOR PRIMARY READERS!
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USING RT SCRIPTS IN THE INTERMEDIATE CLASSROOM
IMAGINE THIS SCENE:
A group of intermediate students gather together to read an old folk tale, "The Hen and the Neighbor's Rooster." They have rehearsed the story in small group sessions, and are now 'ready to "perform" it for the rest of the class.
Some sit, some stand at the front of the classroom, facing their audience. A narrator stands behind a music stand, opens the colorful folder upon the stand, and begins to read.
"Not too long ago, in the heart of farm country, there lived a farmer who owned an extremely intelligent hen."
The farmer smiles and waves to the audience. "Howdy folks," he says. Thestory continues. The hen leaves the farm in search of riches and, being an extremely intelligent hen, flies to the federal Mint building and perches herself upon the desk of the Minister of Finance. At one point, all readers join together to chant the hen's silly poem,
"Cluck cluck cluck!
Cluck cluck cluck!
The Minister is a lazy duck.
And he knows how to pass the buckl"
As the reading progresses, the readers speak their narrations or character lines fluently. They read with enthusiasm from the scripts in front of them.
The story ends with a moral:
"Be yourselves, my sisters and brothers.
Please don't try to imitate others.
What's right for your neighbor
May be wrong for you.
And like the rooster,
YOU'LL END IN A STEW!"
The readers stand and bow. The audience applauds. Everyone is smiling.
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THREE WAYS TO USE THESE SCRIPTS IN THE INTERMEDIATE CLASSROOM
1. INSTANT READING
Duplicate Classroom Scripts, as needed. These may be copied for any classroom use within your school. (With Scripts For Schools scripts, there is no extra charge for this duplication privilege). Pass scripts to all class members, or ask students to share scripts in pairs.
Ask students to read through the scripts silently. Younger children can listen as teacher reads the story aloud.
Assign parts to various members of the class. Ask them to take a few minutes to underline their assigned lines in the script. Ask readers to write their character name or reader number on the front of the script.
Now, assigned readers can read story aloud from their seats. Correct pronunciations, clarify meanings, and ask readers to make notes on their scripts, if needed. Try to keep the story moving, however!
Next, ask same readers to assemble in front of class for the second reading. When this reading is completed, discuss (story, reading, or both), reassign parts, swap scripts, and read again.
Continue until interest lags. Collect scripts. You might want to have a classroom reading of this type on a regular basis, once or twice a week.
2. COOPERATIVE READING
Assemble students of similar reading levels. Pass out appropriate scripts.
Ask students to read through their scripts silently. Then assign practice spaces to each group. Groups may now break away and go to their practice spaces.
Using cooperative learning techniques, each group assigns parts and rehearses its script. Suggestions for improvements, additions or changes must come from the group. Teacher may float from group to group encouraging the readers. Check to see that scripts have been underlined, as previously mentioned. Allow readers to take scripts home so that some home rehearsal may be accomplished. Suggest reading script aloud with various family members.
Schedule the group presentations. You might feature one group presentation per day for a week, or hold a "Friday Festival" and present them all on the following Friday afternoon.
NOTE: You need not include all class members in a cooperative reading presentation. Depending upon the circumstances, selected groups may rehearse scripts for presentations at various times during the school year.
3. SHOW TIME!
Using the directions found only in your Teacher Script version of the story, plan a more stylized readers theater performance. The directions include suggestions for stage entrances and exits, positioning of readers, costume ideas, and ways to "set up" your performance space using platforms, music stands, stools, etc. Hold try-outs for reading parts, and post a rehearsal schedule. You will take on the director's job or assign a student to the task.
During rehearsals, encourage readers to explore their parts in depth. Emphasize eye contact, diction, character development, controlled movement or mime, energy. Aim for a well-paced, well-rehearsed performance. When appropriate, help readers examine each character's feelings.
How does a character feel at the beginning of the tale? How and why do those feelings change as the story progresses? In what ways might each reader communicate these feelings to the listeners?
Encourage the use of vocal and volume changes, facial expressions, posture, and varying tempo patterns.
Encourage readers to use their imaginations by adding more elements to the reading performance, if desired. Special hats or costume pieces, masks, props or signs can often help readers tell the tale in a more theatrical fashion. Keep the additions simple, remembering that some readers will be required to hold the script folder in one hand while managing a prop in the other.
Remind readers to hold script folders down and away from their bodies. Readers may experiment to find comfortable and workable positions. Explain that facial expressions must be seen by the listeners, and spoken words must not be muffled by folders.
Stress oral interpretation.
Rehearse until the piece runs smoothly, but don't ask readers to memorize lines. This is still a readers' presentation. When ready, perform for any special audience.
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HELPFUL HINTS: GETTING THE MOST FROM YOUR INTERMEDIATE READERS
Encourage class members to research the tale in depth. Is it a folk or fairy tale? In what country was the story originally told? Has the story motif been identified in other countries too? If so, what special form did the story take? Are there similarities and/or differences?
Discuss story with readers by examining the individual characters, type of story, and story themes. Is the story worth rehearsing and sharing? Why? Why not?
Encourage readers to speak their lines the way their character would say the lines. Experiment with theatrical voices.
Discuss with readers how each character feels as the story progresses. Suggest some different ways the readers can show the characters' inner feelings through their voices, facial expressions, and posture.
Suggest that readers underline their lines and write notes upon their own scripts. (The scripts have been double spaced for this purpose.) Readers might underline important words to be stressed, mark pauses and inflections, or indicate good places for taking a needed breath. Other performance tips may be written in the margin.
Ask all readers to follow along in their own scripts when others are reading. In this way, they will be ready to read when it is their turn.
Encourage all readers and listeners to help "direct" the reading by commenting, critiquing, adding suggestions.
Always stress oral clarity! Is the reader reading too fast, or too slowly? Does the reader need to concentrate on enunciation, articulation, or pronunciation of certain words? Can the reader be heard by all listeners?
Suggest the addition of costume pieces or props, but remember: Scripts For Schools Scripts don't require any theatrical effects. They need only to be read aloud with expression, enthusiasm, and enjoyment!
These scripts have been written and designed to make oral reading fun.
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