Readers+Theatre

Readers Theatre

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**“I never thought I could be a star”: A Readers Theatre ticket to fluency**

What is Readers Theatre?
“Readers Theatre is an interpretive activity in which readers use their voices to bring characters to life” (Martinez, Roser, & Strecker, 1998/1999, as cited in Evidence-Based, 2002, p. 98). Readers Theatre is not like a play in that it doesn’t use sets, costumes, props, or memorized lines. The goal is to have students read a script fluently to where the listeners can understand the characters, setting, problem, and solution. There are different roles in a script. There are the characters and the narrator. The narrator’s script gives the picture of the setting, mood, and other elements of the story. Readers Theatre helps with practice of the fluency components witch in turn help build fluency. Fluency components are appropriate rate, accuracy, phrasing, and expression. “There are both logical arguments and observational evidence that Readers Theatre can support instruction in reading fluency” (Martinez, Roser, & Strecker, 1998/1999 as cited in Evidence-Based, 2002, p. 98).



**What Readers Theatre Instruction Looks Like **
Text choice is an important factor for building fluency. Finding texts that are on level for students is key. Readers Theatre is a type of repeated reading. Repeated reading is a when one uses the same text for a period of time. In Readers Theatre, students practice their scripts over and over so they understand what they are reading and understand how to express it. Repeated readings help encourage students with fluency due to the feeling of accomplishment. “Repeated reading increases rate and accuracy, which then transfers to new texts. Repeated reading also helps children to further understand the phrasing of the text. Finally, repeated reading may also lead to increased comprehension of the selected text as a result of multiple exposure” (Richards, 2000) as cited in Evidence-Based, 2002, p. 108).



Using stories that have a problem and solution work best for Readers Theatre. Also it is beneficial to use books from a series. This helps students understand the characters from the story better, as well as the setting. In turn they feel more connected to the character they are playing and can interpret them better.



Teachers must always demonstrate fluency by modeling to students. Students should get the opportunity to hear how the reader’s expression helps the audience make sense of the story and characters. “When teachers read aloud the stories on which Readers Theatre scripts are based, teachers guide students into the sounds and meanings of those stories” (Martinez, Roser, & Strecker, 1998/1999 as cited in Evidence-Based, 2002, p. 99).



It is important to talk with students about how good readers sound. Also, explaining how interpretation is an important part of being a fluent reader when reading to an audience. The audience should know what the story and characters are about from the reader’s interpretation. Giving feedback to students lets them know where they stand with fluency. It helps them see what they need to work on and what they have mastered.



**Extra Quotes **
“Readers Theatre seems to offer teachers a way to incorporate repeated readings within a meaningful and purposeful context” (Martinez, Roser, & Strecker, 1998/1999 as cited in Evidence-Based, 2002, p. 104). <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">“Readers Theatre promoted oral reading fluency, as children explored and interpreted the meaning of literature” (Martinez, Roser, & Strecker, 1998/1999 as cited in Evidence-Based, 2002, p. 104).

**<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Free Scripts **
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**<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">References **
<span style="color: black; font-family: 'comic sans ms',cursive; font-size: 120%;">Martinez, M., Roser, N., Strecker, S. (1998/1999). “ I never thought I could be a star”: A Readers Theatre ticket to fluency.” In Evidence-Based reading Instruction: Putting the National Reading Panel Report Into Practice. (2002). Newark, DE: International Reading Association. <span style="color: black; font-family: 'comic sans ms',cursive; font-size: 120%;">Richards, M. (2000). “Be a good detective: Solve the case of oral reading fluency.” In Evidence-Based reading Instruction: Putting the National Reading Panel Report Into Practice. (2002). Newark, DE: International Reading Association.