Teatro de lectores | Readers’ Theatre

Posted on May 16, 2018 by TDWolsey

~Thomas DeVere Wolsey

Available in English/inglés and adapted from: 

Lapp, D., Fisher, D., & Wolsey, T. D. (2009).  Literacy growth for every child: Differentiated small-group instruction K-6. New York, NY: Guilford Publishers.

Un teatro para lectores es una actuación informal en la que los estudiantes en grupos pequeños leen un guion en voz alta. El guion puede ser preparado por adelantado por el maestro o los estudiantes pueden crear sus propios guiones. El ensayo les permite a los estudiantes practicar ante una audiencia con sus compañeros de clase. En el proceso, vuelven a leer el texto muchas veces y aumentan su fluidez de lectura.

readers' theatre

Teachers in Guatemala City demonstrate readers’ theatre.

Los puntos fuertes del lenguaje y la lectura se desarrollan a través del teatro de lectura cuando pequeños grupos de estudiantes vuelven a leer los textos en su nivel de lectura independiente y los transforman en un guion de teatro de lectores que pueden representar más tarde para sus compañeros. La relectura, que es importante para la comprensión, también proporciona la seguridad de que los estudiantes hablen públicamente durante la actuación. Todos los estudiantes, incluidos aquellos que son muy competentes, aquellos a quienes todavía les cuesta alcanzar la competencia, y los que son estudiantes de un segundo idioma tendrán un crecimiento positivo a medida que participan en las representaciones teatrales de los lectores (Goodman, 1978). En estos grupos de colaboración, todos los niños aumentan su fluidez en la lectura y el habla al compartir textos con sus compañeros (Martinez, Roser, & Strecker, 1998/1999). Estas actuaciones se pueden compartir dentro de su clase y también con otras clases. Un beneficio para la clase que se visita es que una vez que los oyentes están expuestos a nuevos libros, a menudo claman por leerlos

El énfasis en el teatro de lectores está en apoyar el crecimiento de cada niño en fluidez de lectura y lenguaje oral. Esto sucede naturalmente si los estudiantes, con la ayuda del maestro, seleccionan sus roles y tienen tiempos de relectura y de práctica adecuados. La meta del maestro debe que todos los estudiantes trabajen dentro de sus niveles de comodidad y competencia y que tengan experiencias exitosas. Todo el grupo también puede discutir cómo actuar con el uso de títeres, personajes de fieltro o programas de animación gráfica.

Las ventajas del Teatro de lectores incluyen*:

  • Promoción de la fluidez, incluida la expresión o prosodia
  • Brinda a los estudiantes la oportunidad de elegir, ensayar y presentar guiones cortos de tipo obra ante los compañeros de clase y otras personas sin el estrés de memorizar líneas o usar disfraces o accesorios elaborados
  • Proporciona oportunidades de lectura repetida a medida que los estudiantes practican antes de la actuación
  • Maximiza el compromiso de los estudiantes ya que cada estudiante en el grupo tiene un rol.
  • Aparece menos desalentador que otros textos ya que un alumno lee una parte en lugar de todo el texto solo
  • Se adapta a una amplia gama de habilidades con roles o partes de nivel de dificultad variado.

Los profesores:

  • Seleccionan los textos. Los textos narrativos con mucho diálogo funcionan mejor.
  • Preparan los guiones (las fuentes incluyen guiones preparados comercialmente, sitios web y guiones escritos por el docente o los alumnos); resaltan las partes específicas en los guiones de los estudiantes
  • Modelan leyendo el texto en voz alta
  • Asignan los estudiantes a grupos
  • Proporcionan retroalimentación y monitorean a medida que los grupos pequeños practican

Los estudiantes:

  • Leen el guion en silencio o con un compañero
  • Vuelven a leer en grupo con los estudiantes, leyendo diferentes roles, en turnos
  • Negocian y asignan roles
  • Leen y releen de forma individual, centrándose en la parte o rol asignado (pueden practicar fuera de la escuela y en casa)
  • Practica la relectura del guion con otros en grupo
  • Hacen etiquetas, tarjetas o marionetas que los estudiantes sostienen para identificar a su personaje
  • Deciden dónde se colocarán los estudiantes durante la actuación
  • Actúan con el guion en la mano

El teatro de lectores no es una gran producción y no es necesario que los estudiantes memoricen líneas, usen un micrófono o se pongan disfraces.

* Adaptado de los materiales proporcionados por la Universidad de Texas en Austin. https://buildingrti.utexas.org/instructional-materials/fluency-fourth-grade

Recursos y ejemplos:

Teatro de lectores- 02 La Honestidad

https://www.kinderbilingue.com/collections/reading-activities/products/teatro-de-lectores-01-la-responsabilidad-readers-theater-in-spanish?variant=39500372300

University of Texas at Austin Resources in Spanish and English

https://buildingrti.utexas.org/instructional-materials/fluency-spanish-readers-theater-scripts

Tareas del teatro de lectores

Readers’ Theatre Tasks en-es (descargar PDF)

El coyote y el conejo

http://bibliotecadigital.ilce.edu.mx/Colecciones/index.php?clave=huasteca&pag=7

Ejemplos

https://youtu.be/-2lyNbteztk

https://youtu.be/9i88od41w0s

https://youtu.be/bgd0ieZx4RU

Referencias

Goodman, J. A. (1978).  Teaching the total language with readers’ theatre.  [ERIC document number ED 191321].

Martinez, M., Roser, N. L., & Strecker, S. (1998/1999). I never thought I could be a star: A readers’ theatre ticket to fluency. The Reading Teacher, 52, 326-333.

 

 

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Filed under: children's literature, collaboration, digital resources, Español, Wolsey | Tagged: , , | 1 Comment »

Readers’ Theatre | Teatro de lectores

Posted on May 16, 2018 by TDWolsey

by Thomas DeVere Wolsey

This post is available in Spanish/español.

Adapted from

Lapp, D., Fisher, D., & Wolsey, T. D. (2009).  Literacy growth for every child: Differentiated small-group instruction K-6. New York, NY: Guilford Publishers.

A readers’ theatre is an informal performance as students in small groups read a script aloud.  The script may be prepared in advance by the teacher or the students may create their own scripts from narrative texts they have read. Rehearsal permits students to practice in advance for an audience of their classmates. In the process, they reread the text many times and increase their reading fluency.  In this post, a rationale and online resources are shared.

Readers' Theatre Teatro de lectores

Screencapture source: https://youtu.be/bgd0ieZx4RU

Language and reading strengths are developed through reader’s theatre as small groups of students re-read texts at their independent reading level and transform them into a readers’ theater script that they can perform at a later time for their classmates.  Rereading, which is important for comprehension, also provides the security for students to speak publicly during the performance. All students including those who are very proficient, those who are struggling toward proficiency, and second language learners will have positive growth as they engage in readers theatre performances. In these collaborative groups, all children increase their reading and speaking fluency as they share texts with their peers. These performances can be shared within your class and also with other classes. A benefit for the class being visited is that once listeners are exposed to new books they often clamor to read them.

The emphasis in readers’ theatre is on supporting each child’s growth in reading fluency and oral language. This happens naturally if students, with the aid of the teacher, select their roles and have adequate rereading and practice time. The teacher’s goal should be that all students work within their comfort and proficiency levels and have successful experiences. The entire group can also discuss how to perform it themselves with the use of puppets, felt board characters, or graphic animation programs.

The advantages of Readers’ Theatre include*:

  • Promotes fluency, including expression or prosody
  • Affords students the opportunity to choose, rehearse, and present short play-like scripts to classmates and others without the stress of memorizing lines or using elaborate costumes and props
  • Provides opportunities for repeated reading as students practice before the performance
  • Maximizes students’ engagement as every student in the group has a part
  • Appears less daunting than other texts since a student reads one part rather than the entire text alone
  • Accommodates a wide range of reading abilities with roles or parts of varying difficulty

Teachers:

  • Select texts. Narrative texts with much dialog work best.
  • Prepare scripts (sources include commercially prepared scripts, Web sites, and scripts written by teacher or students); highlight specific parts on students’ scripts
  • Model by reading text aloud
  • Assign students to groups
  • Provide feedback and monitor as small groups practice

Students:

  • Read script silently or with a partner
  • Reread in group with students taking turns reading different roles
  • Negotiate and assign roles or parts
  • Read and reread individually, focusing on assigned part or role (can practice outside of school and at home)
  • Practice rereading script with others in group
  • Make labels, cards, or puppets that students hold to identify their character
  • Decide where students will be positioned during performance
  • Perform with script in hand

Readers’ Theatre is not a big production, and students are not required to memorize lines, use a microphone, or wear costumes.

*Adapted from materials provided by the University of Texas at Austin. https://buildingrti.utexas.org/instructional-materials/fluency-fourth-grade

Resources and examples:

Teatro de lectores

https://www.kinderbilingue.com/collections/reading-activities/products/teatro-de-lectores-01-la-responsabilidad-readers-theater-in-spanish?variant=39500372300

University of Texas at Austin Resources in Spanish and English

https://buildingrti.utexas.org/instructional-materials/fluency-spanish-readers-theater-scripts

Readers’ Theatre Tasks en-es (download PDF)

El coyote y el conejo

http://bibliotecadigital.ilce.edu.mx/Colecciones/index.php?clave=huasteca&pag=7

Examples on YouTube:

https://youtu.be/-2lyNbteztk

https://youtu.be/9i88od41w0s

https://youtu.be/bgd0ieZx4RU

Filed under: children's literature, collaboration, Español, Wolsey | Tagged: , | 1 Comment »

Anticipation Guides | Guías de Anticipación

Posted on March 23, 2018 by TDWolsey

By Thomas DeVere Wolsey

In this post, we share downloadable resources for creating anticipation guides in English and in Spanish.

En esta publicación, compartimos recursos descargables para crear guías de anticipación en inglés y en español.

Anticipation Guides

Anticipation Guides are instructional routines to activate prior knowledge, encourage predictions, and stimulate curiosity about a topic (Head & Readence, 1986). The teacher prepares a list of five to ten statements related to a text. They are designed as true/false or agree/disagree statements to engage students to think and make connections actively before reading. This strategy is useful because students purposefully read the text to prove or disprove their responses to the statements. They are encouraged to change their responses on the basis of newly acquired information. A discussion about the statements, questions, and new inquiries should follow the reading (Fisher & Frey, 2004).

Anticipation Guides are an instructional routine that provides students with an opportunity to activate prior knowledge, make predictions, actively think about what they will learn, and set a purpose for reading while they develop a natural curiosity about the text.  Download anticipation guide templates in English and Spanish and watch a video demonstrating how to use the guides on The Teacher Toolkit website.

Students

Students | Estudiantes

Guías de anticipación

Las guías de anticipación son rutinas de instrucción para activar el conocimiento previo, fomentar las predicciones y estimular la curiosidad sobre un tema (Head y Readence, 1986). El maestro prepara una lista de cinco a diez declaraciones relacionadas con un texto. Se diseñan como declaraciones de tipo verdadero/falso o de acuerdo/en desacuerdo para llevar a los alumnos a pensar y a hacer conexiones activamente antes de leer. Esta estrategia es útil porque los alumnos leen el texto con propósito, para probar o refutar sus respuestas a las declaraciones. Se les anima a cambiar sus respuestas de acuerdo con información recién adquirida. Una discusión acerca de las declaraciones, preguntas y nuevas indagaciones debe venir después de la lectura (Fisher y Frey, 2004).

Las guías de anticipación son una rutina de enseñanza que les ofrecen a los alumnos una oportunidad para activar el conocimiento previo, hacer predicciones, pensar activamente acerca de lo que aprenderán, y fijar un propósito para leer mientras desarrollan una curiosidad natural acerca del texto. Descargue plantillas de guía de anticipación en inglés y español y vea un video que demuestra cómo usar las guías en el sitio web de The Teacher Toolkit.

References

Fisher, D., & Frey, N. (2004). Improving adolescent literacy: Strategies at work. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

Head, M. H., & Readence, J.E. (1986). Anticipation guides: Meaning through prediction. In E. K. Dishner, T.W. Bean, J.E. Readence, & D.W. Moore (Eds.). Reading in the content areas (2nd ed.). (pp. 229-234). Dubuque, IA: Kendall-Hunt.

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28 Boring Words and What to Use Instead

Posted on January 21, 2018 by TDWolsey

Guest Post by Jack Milgram
Jack Milgram is a freelance writer and editor who agreed to share his words and an infographic about words with Literacy Beat. I hope you enjoy this vocabulary challenge!

Find your own vocabulary subpar? Can’t keep your audience listening to you with interest for more than two minutes? Do you use words like “nice,” “good” and “new” way too often?

Well, we might have a solution for you.

Make your first step toward improving your speech by replacing some of the words that are responsible for very boring conversations.

And you know what?

We have exactly what you need: an infographic with some super helpful synonyms to 28 dull words that overpopulate our conversations. It’s time to realize that these words have overstayed their welcome in everyday use.

Moreover, when you vary your speech, you improve your thinking. Words are our most frequently used mental tools, and the more of those you have in your vocabulary, the quicker your thinking will become.

Everything’s quite obvious when you think about it.

All those common, dull, and boring words just sit on the tip of our tongues, and using them requires no effort whatsoever. On the contrast, bringing something new into your vocabulary involves thinking quite a bit harder.

That’s another reason we’ve made this infographic. The most difficult part has already been done. All you have to do is to start including these word alternatives in your everyday life.

Scroll down and see how you can give your vocabulary a significant boost!

28 boring words

28 Boring Words and What to Use Instead

Meet Jack:
Jack Milgram is a writer at Custom-Writing.org. He started his freelance career when he was a student. Jack has been interested in writing since he first took pen and paper in his hands. And he never stopped writing ever after. He loves combining his job with traveling around the world.

Jack Milgram

Jack Milgram

 

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Preserving Indigenous Language

Posted on January 11, 2018 by TDWolsey

Cultivating home languages in the classroom. 

By Thomas DeVere Wolsey, Alan N. Crawford, and Frances Dixon

On a mountaintop surrounded by clouds and rainforest, students gather for classes. The students here all came from the surrounding villages where Q’anjob’al, a Mayan language, is spoken.  The school serves students aged 12 to 18, and many go on to university. At times, students have even been known to inflate their ages so they can attend; the desire to learn is that great.

 

 

The students at Maya Jaguar come to preserve their heritage as Mayans, to learn Spanish, and to bring the best of the world beyond their villages back home. Alumni from Maya Jaguar return to the villages as nurses and teachers.  Most of the teachers at the school speak Q’anjob’al and Spanish.

To read the entire article, please download Preserving Indigenous Language (click the link) or join the International Literacy Association to stay current with literacy topics and issues all year long.

Resources:

 

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Happy Holidays 2017

Posted on December 15, 2017 by TDWolsey
Happy Holidays

Happy Holidays from Literacy Beat

Image source: https://upload.wikimedia.org/wikipedia/commons/6/62/2015_Winter_scene_on_the_Swabian_Alb.jpg

 

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Technology: Not Just the Internet

Posted on December 4, 2017 by TDWolsey

By Thomas DeVere Wolsey and Frances Dixon

When educators think of technology, they most often think of digital tools—computers, iPhones, and the Internet, for example. Students need these technologies to learn, but they can also learn from technologies behind (or on top of) the school building and around the grounds.

In this TILE SIG post, we invite you to meet some courageous teachers, students, and volunteers, who, through a desire to learn and serve their communities, transformed a single school into a thriving community of educational energy, cultural celebration, and purpose. Welcome to Maya Jaguar Center for Education. Read more on Literacy Daily.

Maya Jaguar

Maya Jaguar Campus, Aerial View

Filed under: ILA, new literacies | Tagged: | Leave a comment »

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