Reader's Theatre
Reading a script can never be more fun.
What is Reader's Theatre?
On Reading Rockets, Bafile (2005) defines Reader's Theatre as a student performance "by reading scripts created from grade-level books or stories" (p. 1). Similarly, Dixon (2010) explains that it "involves people telling a story by reading aloud from scripts rather than by acting" (p. 3), which can also be used in middle school and high school. Although there are different approaches to Reader's Theatre, generally two or more students are provided a script, which they read based on the assigned or selected roles. According to the NWT Literacy Council, there are no props or costumes necessary; students simply use their facial expressions, gestures, and voices. Through my personal experience, I have found it to be a welcome part of the day as students enter the realm of Reader's Theatre.
In addition to its simplicity, the benefits of Reader's Theatre are plentiful. For example, Bafile (2005) explains how it can motivate reluctant readers to partake while also providing opportunities for fluent readers to explore genre and characterization. As students read the script, they also build connections to the text. According to McKay (2008), " In the process of planning, preparing, and presenting readers theatre, readers make meaning based on their personal experiences, prior knowledge, and their negotiations with others about the text" (p. 138). Therefore, teachers can use Reader's Theatre as a space to develop both reading comprehension and reading fluency. Most importantly, students build confidence as they "perform" a script in front of their peers, which is probably the most exquisite benefit.
In addition to its simplicity, the benefits of Reader's Theatre are plentiful. For example, Bafile (2005) explains how it can motivate reluctant readers to partake while also providing opportunities for fluent readers to explore genre and characterization. As students read the script, they also build connections to the text. According to McKay (2008), " In the process of planning, preparing, and presenting readers theatre, readers make meaning based on their personal experiences, prior knowledge, and their negotiations with others about the text" (p. 138). Therefore, teachers can use Reader's Theatre as a space to develop both reading comprehension and reading fluency. Most importantly, students build confidence as they "perform" a script in front of their peers, which is probably the most exquisite benefit.
The Structure
There are a few recommended structures on how to implement Reader’s Theatre throughout the week through a five-day progression. For example, you can view a video by Chase Young and his students for a clear five-day progression. Young's explanation of Reader's Theatre is quite succinct. Tips for Teachers also has a five-day progression write-up on reader's theatre that is useful. To provide a snapshot, the following is a five-day progression based of a widely used structure:
Day 1 |
Day 2 |
Day 3 |
Day 4 |
Day 5 |
Each students receives a copy of the script. The script is first read by the teacher only and then one sentence at time with students repeating. |
Students read the script as a whole class and then read the script in small groups. |
Assign students a role and put them into groups. In small groups, students practice their parts with each other. |
Have students practice their assigned roles in their small groups, as a way to continue rehearsing for the final performance day. |
Students are finally ready to perform the script in front of the audience (i.e. the class). |
However, as with any teaching and learning strategy, things can always be adapted. As such, the following is a three-day structure that I often use when the schedule allows for less flexibility:
Day 1 |
Each student receives a copy of the text. I read the text to them and they repeat the lines with me. At the end of the reading, students can underline unknown words. They can then ask me and/or other students to provide a definition of the word. This usually takes us 10 to 15 minutes to complete. |
Day 2 |
Students practice reading the text. We do not practice performing, but rather reading the words and sentences correctly. On this day, I do not assign roles. I just select one student to read the first line and then call on another student to read another line. This is a lot like repeated reading or shared reading. Alternatively, you can pair students up or put them in teams as per the number of characters in the script, and then get them to practice with each other. The teacher can then circulate the classroom to provide concise and quick feedback. |
Day 3 |
On the last day, I call students (one per character) up to our "stage" and get them to read the script. The rest of the class listens while their peers perform. We spend about 10 to 15 minutes on this. |
Although not all the students get a turn to perform in this three-day structure (it is not quite possible with classrooms over 30 students), they get to follow along and I tell them that they can always have a turn the following week. The first ever Reader's Theatre performance may be a bit messy, but it is worth the effort. For example, students may read over lines that are not assigned to their character or they may read too fast/slow. You WANT that to happen. You may wonder, "What are you talking about?" However, this is the time the teacher can step in and model how to come up to the front, how to stand in order, how to read turn-by-turn, and so on. You will find that the next series of performances become better with a bit of guidance and patience.
Writing the Script
Reader's Theatre can also be integrated as a part of the writing curriculum adapted to the grade level, which I learned from one of my professors, Dr. Pat Palulis. It can either involve creating a Reader's Theatre that is based off a piece of literature or providing space for students to create a script of their own imagination. Regardless of the avenue, the teacher should model how to think about writing a script and then how to put those thoughts into a written script. This includes thinking about the characters, the plot line, the tone, and even the setting of the script. Not only does this process involve writing lessons, but it also integrates reading frameworks that can be weaved into the writing. My suggestion is to start with a short one-page script on the first attempt and then use that as an assessment to scaffold the lessons on writing a Reader's Theatre. In addition, it would be fun to also allow students to make a drawing on the Reader's Theatre as a way to learn how pictures can be used to enhance a piece of writing. The opportunities are endless.
Another way to approach Reader's Theatre is through poetry, which can be both read using selected texts or written by students. Dr. Palulis recommended the book, Joyful Noises: Poems for Two Voices as one resource. I also enjoy 101 Thematic Poems for Emergent Readers by Mary Sullivan, which is a wonderful resource for KG and Grade 1 classrooms.
Another way to approach Reader's Theatre is through poetry, which can be both read using selected texts or written by students. Dr. Palulis recommended the book, Joyful Noises: Poems for Two Voices as one resource. I also enjoy 101 Thematic Poems for Emergent Readers by Mary Sullivan, which is a wonderful resource for KG and Grade 1 classrooms.
Resources
Typically, the scripts are based on a theme or a children's book. While teachers can create their own scripts, there are numerous scripts available online. Aaron Shepard's Reader's Theatre Editions are one of the most widely used scripts. I have also used resources by Joanne Griffin, Ms. Appleyard, Reading AZ, and Timeless Teacher Stuff. While going through these useful resources, I also suggest looking into Reader's Theatre scripts by NWT Literacy Council, which offers some of the best scripts.
Finally, here are also a few of my own scripts:
Finally, here are also a few of my own scripts:
References
- Bafile, C. (2005). Reader's theatre: giving students a reason to read aloud. Retrieved on July 10, 2017 from http://www.readingrockets.org/article/readers-theater-giving-students-reason-read-aloud
- Dixon, N. (2010). Readers theatre: a secondary approach. Portage & Main Press. Winnipeg, Manitoba.
- McKay, M.E. (2008). Readers Theatre - take another look - its more than fluency instruction. LEARNing Landscapes, 2 (1), 131-144. Retrieved on August 18, 2018 from LEARNing Landscapes.
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