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Extending Readers Theater

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  1. Extending Readers Theater What a Long Strange Trip It Has Been

  2. Discussion One • What is your experience with Readers Theater? • Are you familiar with the underlying research that supports the use of Readers Theater?

  3. Elocution According to Hyatt (1943): Reading fluency began as elocution instruction for the purpose of pleasing oral discourse.

  4. Humble to Hopeful Goodman’s Miscue Analysis Automaticity Theory According to Laberge and Samuels (1974) automaticity of word recognition is a prerequisite of comprehension. Automaticity frees cognitive resources used in lower level processing for the higher level cognitive processes necessary for comprehension. • Goodman (1964) conducted a linguistic study on the cues and miscues of 100 primary school readers; he observed an interesting phenomenon. Natural intonation came from comprehension of the text, and was portrayed through oral reading. Although many processes were in play, stress, pitch, and juncture manifested with meaning.

  5. Neglected No Longer Fluency: The Neglected Reading Goal (Allington, 1983)

  6. Discussion Two • What other methods do you or teachers you have observed used to improve Reading Fluency?

  7. Readers Theater Research • Griffith & Rasinski (2004) • Passionate • AvgGE 5.80 • 93% At Risk On Level • Young & Rasinski(2009) • 20% gain in prosody • 65 WCPM gain (35 expected and 29 previous year) • Speed Does Matter (Rasinksi, 2000) • Tyler & Chard (2000) • Natural Link to Repeated Readings • Martinez, Roser, & Strecker (1998/1999) • Motivation

  8. Implementing Readers Theater Video

  9. Enhancing Authors’ Voice Through Scripting (Young & Rasinski, 2011) • Parody • Sophia Finds a Turtle • Take it a Step Further with SPMS • Mentor Text • Voice Variation of Billy Goats Gruff • Scratch • King Kong vs Second Grade

  10. Student Produced Movies (Young & Rasinski, in press) • Phase 1: Grouping • Phase 2: Idea Development • Phase 3: Script Treatment • Phase 4: Storyboard • Phase 5: Scripting • Phase 7: Filming • Phase 8: Post-Production

  11. Phase 1: Grouping • Students groups are selected based preferred genre. • How does this phase connect to literacy?

  12. Phase 2: Idea Development • Students choose method for creating scripts: mentor, parody, or scratch • How does this phase connect to literacy?

  13. Phase 3: Script Treatment • Students choose method for creating scripts: mentor, parody, or scratch • Assign roles • How does this phase connect to literacy?

  14. Phase 4: Storyboard • How does this phase connect to literacy?

  15. Phase 6: Scripting • As students create their scripts they are analyzing the original text from the point of view of the writer. What did the author do to make his or her writing so engaging? How can we incorporate those features into my script? • Students practice their lines. • How does this phase connect to literacy?

  16. Phase 7: Production • The student director runs the production of each scene, with input, of course, from other members of the production (and me). The director carries the storyboard and script, leads the class to filming locations, makes sure all props and materials are ready, and directs characters’ actions and assists with their lines. • How does this phase connect to literacy?

  17. Phase 8: Post-Production • Students learn how to upload the movies into the software, drop clips into the editing line, delete unused takes, reorder and cut clips, configure special effects, utilize transitions, add music, and create title and credit sequences. • How does this phase connect to literacy?

  18. Sophia Finds a Turtle SPM Written and Produced by Second Graders Genre: Comedy. Method: Parody Video

  19. SPMs and Literacy • Students reflected on their reading preference, identified different genres, composed summaries, drafted sequences, used their knowledge of story structure to deconstruct text and turn it into a new creation, rehearsed the script focusing on expressive and meaningful reading, proficiently wielded multiple technologies, and offered their unique understandings of text. • They had a purpose.