72 LITERACY Word Recognition 24742—Building Fluency through Reader’s Theater ©Teacher Created Materials 108 5. Assign parts to students using the Assigning Roles chart (page 109). To ensure that each student can participate, assign multiple students to each role. After assigning roles to your students, chorally read the script. (Use the PowerPoint, as desired.) Remind students to use proper voice, tone, and expression. Model how to do so if necessary. 6. Provide students practice reading with expression by emphasizing various words in sentences with the Meeting the Fluency Objective part of the script lesson (page 110). 7. Divide your class according to role assignments. Have each group spend time reading their character’s lines together. Students can read their parts chorally along with the CD recording in their performance groups. Provide copies of the Take-Home Script to students. Have students highlight their parts in their copies of the Take-Home Scripts. Encourage students to practice their parts at home with an adult. Ouch! Lesson Plan Reading the Script 1. Read the reader’s theater script Ouch! aloud to students. Discuss the settings with students. The story takes place on a hill and also at Jack’s house. Make a simple drawing on the board of a hill and a house. Draw a simple stick figure of a woman inside the house. Label the three pictures with the following words: hill, home, and mom. Discuss the words with students to help them better understand the story. Act out the story using your index finger and middle finger as Jack and Jill and the simple drawings on the board. Invite children to come to the board to act out the story using their fingers as Jack and Jill. 2. Write the key vocabulary words on the board. (These words are in the picture glossary on page 16 of the reader’s theater script. You may wish to display the PowerPoint of this page from the Teacher Resource CD.) Ask students if they know what each word means. Guide students’ responses or provide an accurate definition. Once a good definition has been established, have several students use the word in a sentence. This helps put the word in context, especially for students who are just learning the word. 3. Provide students with a copy of the script (or display the PowerPoint) and have them follow along as you play the recording from the Performance CD. Encourage them to listen for the use of proper tone and expression in the characters’ voices. 4. Introduce students to the scientific skill of observation. See the Content-Area Connection—Science (page 111). In this lesson, students will observe the properties of water. Differentiation Support Discuss the word hill with students. Tell students that a hill is an area of raised land. Many hills have grass on them. Draw several hills on the board with varying levels of steepness. Discuss how easy or difficult each hill would be to climb. Have students draw and color their own pictures of hills. ©Teacher Created Materials 24742—Building Fluency through Reader’s Theater 109 Assigning Roles Ouch! Lesson Plan Jill: Level 0.0 Jack: Level 0.0 (10 lines; 43 words; 31 unique words) I am Jill. You are a steep hill. The water is up the hill. We will get the water. Oh, no! What is a crown? I am okay. What does trot mean? I will run home, too. Mom should have used a band-aid! (7 lines; 30 words; 25 unique words) I am Jack. You are a tall hill. What does fetch mean? We will use the pail. It is the top of my head. Are you okay? My head hurts. Hill: Level 0.0 All: Level 0.0 (8 lines; 27 words; 20 unique words) I am the hill. Fetch means to get something. Oh, no! Oh, no! Go get help. Trot means to run. Run, Jill, run. What does nob mean? (10 lines, 52 words; 42 unique words) Jack and Jill… went up the hill… to fetch a pail of water. Jack fell down…. And broke his crown… And Jill came tumbling after. Then up Jack got and home did trot…. As fast as he could caper…. To old Dame Dob, who patched his nob… With vinegar and brown paper. Pail: Level 0.0 Water: Level 0.0 (8 lines; 28 words; 25 unique words) I am the pail. Oh, no! The water is spilled. Oh, no! Go to Dame Dob. His mom is at home. What does caper mean? Nob means head. (7 lines, 24 words; 20 unique words) I am the water. Oh, no! I see a bump. Oh, no! She will help you. She is Dame Dob. Caper means to run. Differentiation Support This nursery rhyme uses verbs with which students may not be familiar. Although many of the words are explained in the script, help your students gain a better understanding by having them act out the verbs. • fetch (to get)—have students get something from another area of the room • tumbling (to suddenly fall)—have students fall to the ground • trot (to run)—have students run or jog around the room or outdoors • caper (to run)—have students run or jog around the room or outdoors • patched (covered)—have students pretend to have a hurt knee and patch it by covering it with their hands Assign roles to students based on reading proficiency. When students practice fluency, it is important that they read materials at or below their reading levels, so they can focus on accuracy, expression, and reading rate. If a student reads a text that is too difficult, attention is focused on sounding out words and comprehension instead of fluency. This script has five roles. This chart gives the details for each role. Consider the number of lines, the number of words, and especially the number of unique words to match your students to roles. Reading Levels Pre-K–6 Interest Grade Levels Pre-K–Secondary Use Reader’s Theater to Build Fluency, Comprehension, and Make Learning Fun! Reader’s theater is a research-proven method to build fluency and comprehension skills and confidence. It’s a smart way to encourage students to read and reread and to build listening and speaking skills along the way. With colorful scripts, differentiated roles, and accompanying lessons that address comprehension, vocabulary, fluency, word study, and content-area knowledge, our Building Fluency through Reader’s Theater kits are applause-worthy classroom favorites. BUILDING FLUENCY THROUGH READER’S THEATER 12 13 12 13 Narrator: Off he runs. He runs down the path to Grandma’s house! Act 2 Wolf: Oh, what a nice day! Soon I will eat Grandma. Then I will eat the little girl. I wonder if I can find more children to eat. Narrator: The wolf licks his lips again. He calls out to children. Poem: Boys and Girls Come Out to Play Narrator: It is a good thing there are no children near! They are safe from the wolf. But Little Red Riding Hood is not safe. And Grandma is not safe. Wolf: Oh, ho! I see the house. I will knock. What fun! Narrator: The wolf knocks. Grandma: Who is it? Wolf: It is Little Red Riding Hood. Narrator: The wolf lies. Grandma answers the door. Grandma: Who are you? Narrator: The wolf smiles. Then he opens his mouth wide. Down goes Grandma in one bite! Wolf: Yum! 12 13 Narrator: Off he runs. He runs down the path to Grandma’s house! Act 2 Wolf: Oh, what a nice day! Soon I will eat Grandma. Then I will eat the little girl. I wonder if I can find more children to eat. Narrator: The wolf licks his lips again. He calls out to children. Poem: Boys and Girls Come Out to Play Narrator: It is a good thing there are no children near! They are safe from the wolf. But Little Red Riding Hood is not safe. And Grandma is not safe. Wolf: Oh, ho! I see the house. I will knock. What fun! Narrator: The wolf knocks. Grandma: Who is it? Wolf: It is Little Red Riding Hood. Narrator: The wolf lies. Grandma answers the door. Grandma: Who are you? Narrator: The wolf smiles. Then he opens his mouth wide. Down goes Grandma in one bite! Wolf: Yum! Teacher’s Guide Scripts SPANISH AVAILABLE
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