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Main Curriculum Tie:
Background For Teachers:
Readerís theater can be spelled many ways (readerís theater, readersí theater, readers theater, readerís theatre, readersí theatre, readers theatre), but it offers students an effective tool for connecting literature, oral reading, and drama in the classroom. Students have legitimate reasons to reread text and to practice fluency. Reading tasks are made more appealing and students are also able to interact cooperatively.
Readerís theater is convenient for teachers. Students need only scripts, voices, facial expressions, and bodies. Costumes, make-up, props, stage sets, and memorization are generally not included in readerís theater. Students can use voice level, stress, intonation, pitch, and movement to vary performances.
Students who participate in readerís theater are subtly learning the following: how language is used in written text, how to communicate to an audience, and how to interpret text. Besides encouraging students to have interest in the text, readerís theater performances can easily incorporate any subject matter, such as multiculturalism. Students learn about other people when reading and performing stories from their cultures.
Intended Learning Outcomes:
Snow, C.E., Burns, M.S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academy Press.
Reading fluency is the ability to read text in a normal speaking voice with appropriate intonation and inflection. Fluency gradually improves with instruction, time, and practice. Oral reading practice is an opportunity for students to build reading fluency.
National Reading Panel. (2000). Fluency report. Retrieved 1/25/2006 from National Reading Panel
Fluency is the capability to read text out loud with satisfactory accuracy, speed, comprehension, and expression. Fluent readers read with expression and with minimal effort. Students become fluent, and therefore, better readers by reading and rereading passages orally.
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