Title: Readers Theater

Grade: 3-5

Subject: Reading

Stage 1- Desired Results
Established Goals: Students will establish an excitement about reading while practicing their reading fluency. Understandings: Students will understand that….. Reading can be enjoyable. Reading fluency is an important part of reading and comprehension. Essential Questions: How do I use readers theater to improve my fluency? What is readers theater?

Student will know…. That reading with fluency is important for comprehension. How to create a video podcast.

Student will be able to… Use readers theater to improve fluency of reading. Create a podcast.

Stage 2- Assessment Evidence
Performance Tasks: Students will create a Readers Theater Script. Students will create a video podcast for their script. Other Evidence: Grading Rubric Script Element Recording Sheet

Self-Assessments Students will use the grading rubric throughout their project to guide their final product.

Other Evidence, Summarized Teacher observations

Stage 3 Learning Plan

Learning Activities: Day 1- W, H, E, T, O 1-Introduce Readers Theatre to your class. Give an overview of what it is and how it will be used in the classroom. Teacher will begin by showing students examples of reader’s theater scripts. Use the following if needed for scripts ** http://www.teachingheart.net/readerstheater.htm **http://www.readinglady.com Also use the PBWorks pagehttp://sandersreaderstheater.pbworks.com/w/page/48309686/FrontPage 2-Place students in groups to work with selected scripts and assign students in each group the role (or roles) they will read. Have students use a highlighter to highlight their roles in the script. It is a good idea for each student in the group to use a different color highlighter or for students with multiple roles to highlight each of their roles in a different color. 3-Give students time to read through their script. 4-After, students will pick out the following from their script record it on their script element recording sheet. *characters *Narrator *setting *plot *problem/solution 5- Have students present their script for the class. 6- Discuss ways that reader’s theater can be more interesting (the teacher will then explain how reading fluency can enhance reading and enjoyment. Demonstrate fluent reading and choppy non-fluent reading) Day 2- E, R, T 1- Students will listen to a podcast (teacher made) of how to create reader’s theater. This will allow for more discussion on readers theater. Use PBWorks to find the podcast. 2- Go over grading rubric so students know what is expected.

3- Students will be placed in group and choose a book from the website www.mycapstonelibrary.com. This is a website they are familiar with. 4- After groups have chosen a book they will listen to the book and complete a script element recording sheet. After they know the major elements they will turn their story into a reader’s theater script. Remind the students that they must keep the major elements of the story but can change the wording of the story.

Day 31- Students will listen to the podcast as a review on how to create their readers theater and begin thinking of ideas for creating their own script. Students will practice their scripts. Day 4- E, R, E2 1- Students will create their own video podcast of their reader’s theater script. Day 5- E2 1- Students will present their podcasts and critique each group with the grading rubric.

One example of student Podcast is attached.

Give students access to the PBworks page for reference and materials.

Group Member Names: Complete this with the Readers Theater Script Ms. Sanders has given you. Readers Theater Script Elements Title:

Narrator Characters

Setting Plot Problem/Solution

Group Member Names: Complete this form for your own Readers Theater script. Title:

Narrator Characters Setting Plot Problem/Solution

Readers Theater Rubric
Name: __________________________________________________________________

Individual Scores Delivery

4–Excellent
Student read the script with confidence and expression, made gestures and good eye contact, and used props to add to the performance Student worked cooperatively with the group in all aspects of the project and shared all responsibilities and ideas well

3–Good
Student read the script with some expression, gestures, eye contact, and use of props

2–Fair
Student read the script but had little expression, few gestures, little eye contact, or did not use props appropriately

1–Needs Improveme nt
Student had difficulty reading the script and consistently did not use expression, eye contact, or props appropriately

Cooperatio n with group

Student worked cooperatively with group in most aspects of the project and shared most responsibilities and ideas

Student worked cooperatively with group in some aspects of the project but sometimes could not agree on what to do and wasted time

Student did not work cooperatively together with group and could not agree on what to do. Student did not share responsibilities or ideas and wasted time

Group Members: __________________________________________________________

Group Scores On-task participatio n

4–Excellent
High level of active, on-task participation from all group members

3–Good
Majority of group members on-task and actively participating

2–Fair
Moderate level of on-task work or few of the group members actively participating

1–Needs Improveme nt
Low level of active participation from majority of group members

Sign up to vote on this title
UsefulNot useful