Using Reader's Theater Analysis

The benefits English language learners (ELLs) receive from Guided Reading are the same as all other students. However, when a modified approach is used ELLs benefit the most. Language learning opportunities gained by ELLs are those that native speakers acquire implicitly. Language and literacy learning opportunities including detailed vocabulary instruction, variables concerning second language (L2) text structure, such as semantics, syntax, and morphology are enhanced and enriched by modification. Some researchers have determined that ELLs are not generally ready for English reading instruction until they are intermediate stage of English language acquisition, while others advocate that reading and a second language are best acquired simultaneously (Avalos, Plasencia, Chavez, & Rascon, 2007, 319). In working with ELLs at

My literacy intervention plan is to teach reading comprehension skills through an afterschool drama program. The drama program would take place twice a week at an elementary school in Washington, DC. The target students would be 2nd graders that have been identified by their teachers as students who struggle with reading comprehension. However, all students are welcomed to participate.

However, new language learners most face some difficult and boredom in reading, so teachers should try to give students books that can attract students interest and curiosity. Reading stories and novels can create great interest and suspense that ELL student’s need. Through my reading to this book ‘Their Eyes Were Watching God’ I strongly recommend it as one of these books that can benefit ELS students. According to Krashen (1993) reading is an effective way to increasing and improving improve spelling, grammar, and writing for ELL students, especially reading for pleasure. Krashen also said that students who read for pleasure have better reading comprehension, writing style, and increasing vocabulary. The author also emphasized that the best way to develop Vocabulary is through real encounters words within context (Krashen,

Applied theatre refers to the practice of theatre and drama in a non-traditional setting. It focusses on social and cultural issues including health and social welfare, but is also used as a rehabilitator, team building in a corporate setting and most importantly education. Applied theatre takes many different forms, is used in many different settings and can focus on a diverse range of issues. There are many applied theatre companies both in Australia and internationally; examples include: Geese Theatre Company, Shakespeare Behind Bars, Big hART, Western Edge Youth Arts, Theatre for Living and Milk Crate Theatre. These companies use Prison Theatre, Community-Based Theatre and Theatre of the Oppressed in their work, which all fall under the

In the 2014 film Reading to Learn: English Language Learners in Grades 4-6, Dr. Nonie Lesaux and Delia Pompa discuss the current challenges that English language learners, as well as their teachers, face in the

Detroit Theatre Collective will mount a production of a classic play that examines corporate oppression, family dysfunction and the fading mirage of the American dream.  We will unearth the timely (and timeless) content of this work, such as economic 'folklore' of the lower classes and the lies that we tell ourselves in order to survive.

A growing body of researchers claim that if students are not motivated and engaged in reading, they will not achieve their full literacy potential (Gambrell, 2011; Serravallo 2015; Warner, 2014; Irvin et al., 2007; Parsons et al., 2015). How and why would they read a “broad range of high-quality, increasingly challenging” texts if they are not interested? Research now shows that engagement and reading achievement actually have a symbiotic relationship, such that they must exist simultaneously (Guthrie & Wigfield, 2000, as cited in Springer, Harris, & Dole, 2017). As students become more engaged in reading, they develop an increased level of competence, which supports their literacy achievement (Irvin et al., 2007; Springer, Harris, & Dole, 2017). As students’ reading abilities increase, they hold a greater desire to continue reading, along

I was very lucky to have grown up into a family of artists and theater folk. My parents met in a show (like my wife and I) and continued to perform in community theatre shows when my brother and I were young. The lifestyle called to me and I was able to do my first show when I was 5 along with my parents.

As the lights dim in the theatre, I know that my husband is in for an interesting experience, as he has no background knowledge (other than the quick Cole’s notes version I gave in the car ride to Grand Bend) about the iconic Broadway sensation Chicago.

What is Reader’s Theater? Reader’s Theater is a unique strategy to help students develop reading fluency while transforming their classroom into a stage for the readers to perform, making each reader a star. Readers Theatre is known as a very motivating strategy to use in the classroom that connects students’ oral reading skills with literacy and dramatic role-play (Carrick, 2001). This may sound like a traditional theater performance to many, but it is very different from what we see in a traditional theater. The only materials needed to perform in a Readers Theatre are scripts, as costumes, props, and other materials generally used during performances are not required, but can be used if the teacher desires. When performing and reading the script during Readers Theatre, readers use their oral language skills, facial expressions, and body movements to act out the role of the characters that are being portrayed throughout the script. Alongside the readers, a specific student is chosen to serve as the narrator to explain the story’s setting and any other relevant information, as well as reading the lines in the script that are not assigned to a reader and usually are meant to transition into a new scene of the story being read in the script (Carrick, 2001).

It was the summer of my sixteenth year when I began volunteering at the Nappanee Public Library. While volunteering, I accepted an unconventional volunteer opportunity to be one of the actresses in the historical play held at the Evelyn Lehman Culp Heritage Center. Since no one else was able to fit into the Dutch Maid’s outfit and her wooden shoes, her role and eighty year old costume were handed to me. In a nutshell, the Dutch Maid was the profile the Coppes Brothers used to promote their product, kitchenettes.

As a recently employed preschool teacher I have chosen the block area, dramatic play area, art area, and sensory table as the four most beneficial and developmentally appropriate learning areas for my classroom of four year old children.

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be

However, the second method being discussed in this paper, the whole language approach, focuses much of its attention on making sure the student understands and enjoys what he or she is reading. Whole language instruction occurs when a student acquires language rather than learning it through direct instruction (Brooks 35-36). This method is more child centered than teacher dominated, because the objective is for the student to learn how to read through talking and doing rather than through passive listening. Unlike phonics, whole language uses a variety of ways to give students the opportunity to interact with the text they are reading. Questioning, discussing, problem-solving, listening, writing, drawing, and dramatizing are among the ways students interact with text. Students are also encouraged to implement simple strategies while reading such as: reading the sentence and guessing what word will come next, looking at the picture on the page to help figure out the sentence, and also rereading the sentence for clarification. This method also does a good job in allowing the students to engage in text at their own speed and often in their own ways (36).

After the survey was over, Lucy was walked back to the class where she laid down and began to read a book right away.