For anyone that has been following this rarely updated blog, number one, thank you. Number two, you know that I've made a school and grade change recently, and it has been a doozy.
Prior to this, I taught 4th grade, which while not that far off from 3rd, it actually represents a huge developmental and curricular jump. In 4th grade, the focus begins to shift from core instruction to content areas like social studies and science. In third, it's reading, reading, reading, and hardly anything else. I was in for a big surprise when I endeavored upon third grade with an attitude and toolbox meant for fourth, but it is now December and I'm (close to) adjusted.
One thing that has saved my life is Reader's Theatre. For those of you unfamiliar with this reading strategy, Reader's Theatre is a way to increase interest and motivation around reading, and gets actively participating in their learning. It is a social activity, which is a plus for young kids, as well as a motivator to perform. It improves reading fluency, by giving multiple opportunities to practice aloud, as well as comprehension, by providing a forum for visualizing the details of literature. There are no costumes, sets, or memorized lines - It is acted out and read simultaneously. The only expense is copies!
The scripts I use are adapted, usually by me, from stories we read in class. Recently, we read Marvin Redpost: Why Pick on Me? While the reading level of the story was below grade level, the story was of high interest to students (it's about nose picking!). This choice accomplishes two things: 1. It involves all of my readers, high and low, and 2. Keeps all students interested. The next book we'll read is a Jigsaw Jones book about snowboarding - another topic of interest to third graders, including the boys, which are often reluctant readers because teachers choose books that are so girly.
How Create It - First, I made scripts of two of the chapters in the book, converting dialogue with quotations into a play format. I took liberties, such as eliminating characters with only one line, or giving that line to a character that is more involved. In one of the scripts, Marvin gives a speech to the class, so there is a part titled, "The Class." This means that in any given reading, any child that isn't given a part, is part of "The Class." Remember, the point is to read, and read, and read, and read.
If you don't want to make your own scripts, there are tons out there. Google for them, or order a book full of scripts. The advantage of writing your own is that you can tweak the number of parts, easily choose relevant topics, and choose readings that will supplement what kids are reading in class. When I taught 4th grade, for example, I wrote a reader's theatre about westward migration, which gave me the freedom to emphasize content that I determined was most relevant, integrate reading with social studies, and tailor the speaking parts based on my class size.
How to Teach It - It's as easy as passing out the script. Print one per child, one sided only for quick flipping between pages. Cuddle up on the floor, or read at desks. Choose parts before reading, and don't assign parts...It's better to change things up. Plus, you'll have less struggles over who does and does not get the most popular parts.
After several runs sitting down, change things up by acting in front of the class or splitting into small groups. One teacher in my school gives out one script per week and video-tapes the performance at the end of the week. She posts these online. This is a bit too much for me, but I would most definitely do it if my readers weren't responding and needed a dose of audience and purpose. I've also thought about audio recording the performances and posting them as podcasts...Maybe an old radio drama style web site is in our future!
You can spend one day or two weeks on the same script, so long as you keep the parts and structure in constant rotation. Try it! Have fun. It seems like a lot of work to type out the parts, but it honestly takes twenty minutes for hours of effective reading practice.
