1. Lindsay Brett

2. Spanish Skit Practice with a friend
1- Hola Maria.
2- Hola Maestra, ¿Co`mo esta` usted?
1- ¿Maria, estudiaste para la prueba?
2- No estudie`. Lo Siento. Me siento muy mal. ¿Cuando esta` la prueba?
1- ¡Hoy! Necesitas estudiar todos los di`as.
2- Si`, pero quise ir de compras la noche pasada.
1- Esa fue una decision muy mal, chica.
2- Lo siento Maestra. Voy a empezar estudiando un poco cada noche.

3. Vocabulary for Spanish
Estudiar- To study
Usted- you (polite)
Muy- very
Sentir- To feel
Comprar- to buy
Necesitar-To need
Querer- To want
Hacer- to do or make

4. Singapore Study Engineering students Apprehensive about English
Presentation due during 2nd year of ESL.
Struggles: word pronunciation, spoke too fast
_ Plan of attack: Read chapter about communication types and discuss.
Taught scripting by scripting the their conversation.
Results: Pg 5 Table (Patrick, 2008).

5. Methods Select the book
Plan curriculum as a collaborative, extended experience
3. Partner with a colleague
4. Introduce literature, theatre and plan to STUDENTS
5. Small Groups
6. Discussion – Wow moments and Confused times

6. How Invite guest artists to discuss about book and students’ ideas
Prepare for performance- Thoughts, comments, questions, etc.
Immediate feedback using discussion prompts from earlier.
10. Provide encouraging environment
(Brinda, 2000)

7. Honolulu Theatre for Youth Camp
10 Days
ELLs 10% of student population in Hawaii
Start with creating situations physically and verbally- ex: “What are things people do at the beach?”
Tableau- physically acting
Listen to island myths
Act
Narrate tales
Everybody had to talk in the room
(Entering, 2006)

8. Book to Script Let students choose Day 1- Read book Day 2- Script
Day 3- Rehearse

9. Methods Choose book- relate to topics or concepts
Multiple characters
Text to dialogue
Chapter book vs. different book for groups
Create timeline (Elementary- 5 days)
Day 1- Distribute scripts- model fluency
Note inflection, punctuation, etc.
Day 2/3-Split groups heterogeneously. Highlight parts
Day 4- Dress rehearsal
Day 5 –Perform
(LaCour, 2009)

10. Science and Reader’s Theatre
“Talking Science” – Habit of mind- articulate scientific understanding.
Experiments + Articulation= Developing and Testing their own theories about.
Use science stories or books to create reader’s theatre.
- Little Cloud by Eric Carle
- The Cloud Book by Tomie de Paola
(El-Hindi,2003)

11. Methods Science book or science trade book
Expand explanations of academic words
Emphasize “performance”
Table and Rubric
(Kinniburgh & Shaw, 2007)

12. Emergent Readers Choral Reading Prompt cards with illustrations
FAMILIAR
Use texts with familiar words, phrases and themes
(Moran, 2006)

13. Picking the Right Script
Group according to interest instead of reading level ( Parker).
Try to find a script where your students’ culture is represented.
Identify characters like themselves = Self worth
Pick a script that students can understand.
Plot should be easy to understand and characters be working through a dilemma (Weisenberger, 2009)

14. Pitfalls Not all students are familiar with theatre.
May not have linguistic ability to produce a script. – Always proof
May have strong inhibitions at first. (Patrick, 2008)

15. Tips in Theatre Practice being dramatic and expressive!
Monotone in fluent readers = NOT TRYING/ Not unable
Sharpen skills needed to conduct group activities.
Small groups/Guided Reading- VERY EFFECTIVE
(Ford & Opitz, 2002).
Involve families
Practice! Substantial practice = substantial improvement
(Rinehart, 1999)
Give Clear instructions (Patrick, 2008)

16. What do I need? Basics Tips Scripts- Binders Stools Uniform appearance
Small props (pipe for Pied Piper)
(Shepherd, 1994)
Tips
Hold binder lightly in one hand- Use other hand to make gestures
Don’t look down but half of the time- look only with eyes
You can move around with RT

17. Tips Continued Where to look? Narrators- off-stage
Characters- other characters & offstage
Mime-
Walk in place
Sleep
Beginning and Ending
Open- info about story, author, actors
End- Speak in rhythm, slowly. Audience should know
(Shepherd, 1994)

18. Teaching Vocabulary Methods Explicit Methods- given definitions
Implicit Methods-must infer
Multimedia-mapping/graphing
Capacity –Meaning/emphasized
Association-connect known and unknown words
STUDENT ENGAGEMENT!!
Activities
Vocabulary Notebook –include synonyms and antonyms
Synonym Web
Possible Sentences:
-Target words/known words
Root/Prefix/Suffix chart
(Linan-Thompson, Vaughn, 2007)

19. Spanish Skit Practice with a friend
1- Hola Maria.
2- Hola Maestra, ¿Co`mo esta` usted?
1- ¿Maria, estudiaste para la prueba?
2- No estudie`. Lo Siento. Me siento muy mal. ¿Cuando esta` la prueba?
1- ¡Hoy! Necesitas estudiar todos los di`as.
2- Si`, pero quise ir de compras la noche pasada.
1- Esa fue una decision muy mal, chica.
2- Lo siento Maestra. Voy a empezar estudiando un poco cada noche.

20. Spanish Lesson Plan Teacher Read Underline words we know
Introduce vocabulary
Discuss pronunciation
Practice with a friend
Discuss meaning of skit
Practice again

21. Sample Script

22. What do I Do Now?
Find Script
Assign parts
Characters
Narrators

23. Opportunities for Others
Tutors- Graduate students/ Parents/ Community members
Teacher lead whole group time
Tutor work with individual groups
They can serve to give extra attention to each group (Tyler, 2000)
Students actually requested more opportunities to read and practice (Rinehart, 1999)

24. Targeting
Reading Fluency
Listening
Writing
Comprehension

25. Sample Lesson plan

26. Wrap Up Final Thoughts and Questions Remember:
- First attempts may fail, benefits may not be immediate (Moran, 2006).

27. Resources
El-Hindi, A. (2003). Integrating Literacy and Science in the Classroom: From Ecomysteries to Readers Theatre. The Reading Teacher. 56
Kinniburgh, L., & Shaw, E. (2007). Building reading fluency in the science classroom through readers’ theatre. Science Activities. 44: 1
Ford, M., & Opitz, M. (2002). Using centers to engage children during guided reading time: Intensifying learning experiences away from the teacher. The Reading Teacher, 55(8): 710.
Linan-Thompson, S., & Vaughn, S. (2007) Research-based methods of reading instruction for English language learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Patrick, N. (2008). The impact of readers theatre in the classroom. Polyglossia. 14.
Rinehart, S.(1999). Don’t think for a minute that I’m getting up there: Opportunites for readers’ theatre tutorial for children with reading problems. Journal of Reading Psychology. 20: 71-89
Shepherd, A. (1994) From Script to Stage. The reading teacher. 48(2):
Tyler, B., & Chard, J. (2000). Using readers theatre to foster fluency in struggling readers: a twist on the repeated reading strategy. Reading and writing quarterly. 12:
Weisenburger, S. (2009). Using Readers Theatre with multicultural literature. Retrieved from