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Lesson 5 Agenda Attendance Moodle tip for Binder assignment How does oral language develop?

Literacy and Language in the Elementary or Middle School Classroom. Lesson 5 Agenda Attendance Moodle tip for Binder assignment How does oral language develop? What is Reader’s Theatre and how does it support oral, reading and writing skills?.

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Lesson 5 Agenda Attendance Moodle tip for Binder assignment How does oral language develop?

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  1. Literacy and Language in the Elementary or Middle School Classroom Lesson 5 Agenda Attendance Moodle tip for Binder assignment How does oral language develop? What is Reader’s Theatre and how does it support oral, reading and writing skills?

  2. Anchor Charts • http://pinterest.com/jennyferm/anchor-chart-ideas/?e_t=37da520d62124cc49447beef9db54bc3&e_t_s=boards&utm_source=sendgrid.com&utm_medium=email&utm_campaign=weekly

  3. How does oral language develop?

  4. Continuum – What is it? • Continuum Function: nounInflected Form(s): plural contin·ua /-y -w /; also -u·ums something that is continuous and the same throughout and that is often thought of as a series of elements or values which differ by only tiny amounts <"light" and "dark" stand at opposite ends of a continuum>

  5. Oral Language Continuum layout From Beginning to more Advanced phases • Phase Name • Global Statement • Transcript of Dialogue • Key Indicators * * • Major Teaching Emphases • At All Phases

  6. 4 major views on oral language development Which one fits with your view?

  7. Reader’s TheatreA fun strategy to teach fluency and comprehension to all students

  8. Reader’s Theatre and Boys “Boys often enjoy working with reader’s theatre scripts, which allow them to feel like active participants in a story.” p.22

  9. Reader’s Theatre is easy: • 1. Choose a script or adapt a script • 2. Assign parts • 3. Highlight parts and rehearse • 4. Perform • 5. Reflect on the experience

  10. Getting Students ready for Reader’s Theatre

  11. Warming Up The Voice • Breathing and humming • Yawning and stretching • Vowels and consonants • Tongue twisters

  12. Activity 1: One Sentence Emphasize a different word each time: • Mom wants to see you. • Mom wants to see you. • Mom wants to see you. • Mom wants to see you.

  13. Activity 2: Clue, Context, and Sentence • (Angrily)I told you to go to your room! Now, will you do as you’re told?

  14. Activity 3: Expression of Tone • Write a sentence such as “I’m sick and I can’t go to school” • Read it in a monotone voice and then ask everyone to read it with you. • Discuss how the reader feels when they read. • Practise the sentence with different tones (sad, rude, lazy, happy, angry, etc.) as a class and then in small groups.

  15. Activity 4: Voice Tempo The snow is falling and school has been canceled. A big, big dog started to chase me. The principal was away today. • Repeat the sentences in different ways to experience the impact of tempo on the meaning. • -quickly, to show excitement • -slowly, to indicate disappointment • -moderately, to state a fact

  16. How does Reader’s Theatre support oral, reading, and writing skills?

  17. ReadingLady.com – RT Scripts http://www.readinglady.com/index.php?module=documents&JAS_DocumentManager_op=viewDocument&JAS_Document_id=9&MMN_position=34:34

  18. http://www.thebestclass.org/rtscripts.html

  19. Next Lesson • Practice your Reader’s Theatre script • Catch-up with all previously assigned readings • Update Writer’s Notebook • Remember: Spandel book will be needed by January 24

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