Readers

Theater

Readers Theatre
Stephanie Domingo
Spring 2014
Iliahi Elementary School
5th Grade

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Narrative Summary

Iliahi Elementary School is one of seven elementary schools in the Leilehua Complex,

situated in the Central Oahu District, North side Complex Area. Iliahi Elementary is nestled in
the rural community of Wahiawa Heights. This school is identified as a Title I school. Iliahi
maintains a positive school cultural that educates the whole child. They have school-wide
positive behavioral support (PBS) expectations that help their students demonstrate how to be
responsible, respectful, and safe. (http://arch.k12.hi.us/PDFs/ssir/2013/Central/SSIR210-2.pdf)
Iliahi has also started implementing the Common Core State Standards, beginning of last school
year.
The leadership team consisted of grade level chairpersons and a steering team. They
are responsible for analyzing students work, formative assessments and they made data-driven
decisions that helped support their formative instruction. Within the second semester of their
first year, the Steering Team was replaced by, The Academic Review Team. They were there to
help monitor progress on their schools academic plan.
Iliahis teachers has collaborated with State STEM Resource Teachers to create STEM
lessons. In addition, a second computer lab was established to prepare their students to be
college and career ready, develop their technology and 21st century skills, and support
upcoming assessments and digital curriculum.

The administrative staff is supportive by a principal, a vice principal, two counselors, a

SASA, and three clerks. With a small administration, the elementary population is also quite

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small.
According to the school status improvement report, there were 404 students enrolled in
the school year 2012-2013. The schools community, consist of mostly native Hawaiians and
Filipinos. During the school year 2012-2013, there were 147 native Hawaiians and 135 Filipinos.
There were also 41 Japanese, 33 white, and a variety of other mixed ethnicities. Out of the 404
students who were enrolled, almost half the school was receiving free or reduced-cost lunches.
The percentage of that count was 49.7% or 217 students.
The website address to Iliahi is: https://sites.google.com/a/dragons.k12.hi.us/iliahiel/
This semester I am working in a 5th grade classroom and in total there are 75 students.
In my class there are 15 boys and 10 girls.
In this class, there are three special education students. One student receives Special
Education services and spends most of her day in a SPED classroom. There are also two other
students in the class who are considered SPED because during math and language arts they go
to another class for extra assistance. There are no English Language Learners or Gifted and
Talented Students.
There are behavioral accommodations that are implemented in this classroom. An
accommodation that is made for one student in class with behavioral issues is just constant
reminders to pay attention and parent notes being sent home notifying of the students
behaviors.
The 5th graders are part of a society in which they pay fines for things they dont abide
by. They also get award for doing daily task, and they are able to spend their money, also
known as Dragon Dollars, on items or market day. Another accommodation my mentor uses

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for another student is only during math. When this student is struggling, she has their Part
Time Teacher (PTT) work one on one with him.

The content area that will be taught in this lesson is reading in language arts, and the

focus will be on fluency and comprehension. This lesson will need two days. Day one will
consists of a 70-minuets block and so will day two. The materials that will be used are the skit
packets, highlighters, pencils, and evaluation forms. The way students will be assessed in their
learning of strategies and skills in this content area is through the evaluation forms and rubric.
They will be assessed on their fluency by focusing on their speed, phrasing, expression, and
their accuracy of reading (Tompkins, 2000). The assessment tool that my mentor teacher does
with her class are reading logs, which are checked daily, and also book reports which are done
once a month.
In February 2014, after administering the student survey to learn about the classs
attitudes, interests, learning styles, and work habits in reading, I learned that the students
either think reading is okay, or they rather do something else besides read. More then half the
class also likes to read by themselves, which is probably because they do so much of
independent reading with their reading logs. I also learned that the students like to start their
reading assignments in school during free time, instead of at home. According to the survey,
the students liked realistic fiction, fantasy stories, and folktale. I felt that readers theatre was a
great way to motivate students to enjoy reading. Readers theater is when students practice
and perform a play for their peers (Rasinski, 1999). They each are assigned roles to read from a
script. Doing readers theater also provides readers with a legitimate reason to re-read text and
to practice fluency. Being that the students have to re-read the story many times to practice,

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results in a significant gain of fluency (Rasinski, 1999).

The instructional approach that will be applied literature circles (Tompkins, 2000).
Literature circles is when students participate in small group discussions and respond to
literature (Tompkins, 2000). I chose literature circles because I encourage any opportunity for
students to be able to work together and collaborate to build a better classroom environment.
During their practice time, as part of literature circles, I will be able to help coach and guide
them through their readings (Tompkins, 2000). The readings that were chosen are three short
stories of folktale and fantasy. These readings were chosen because based on their interest on
reading, they were interested in folktale and fantasy stories, so reading these stories will
motivate and engage their learning. After reading the stories through myself I felt that the
students would enjoy reading it and learn from it. The readings were also chosen to best fit the
students reading level, in order for them to be able to read all the words and for them to gain
and practice comprehension of a story. With the readings the students will have the
opportunity to read their stories to themselves, and also collaborate with their group members.
Towards the end of the lesson, after all performances are done, a copy of each story will be
given to each student for them to read. They will do so, interdependently so that they may
answer questions on the comprehension sheet and so I could assess their comprehension skills.
Doing this lesson will also fulfill the needs of them wanting to read in class and to have them
practice reading more with groups.

In this lesson, I will be demonstrating various Association for Childhood Education

International (ACEI) standards. ACEI Standard I. Development, learning and motivation, will be
demonstrated when I focus on the learners and provide learning opportunities that support

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students various learning styles, development, and interests. Students will have the
opportunity to read short stories that are based on their reading level as well as read stories
that are interesting to them. A survey was taken to gather information on the type of genre
they prefer to read. Readers theater was specifically chosen because it will gain the students
interest and its found that readers theater improves students reading fluency (Martinez, Roser,
& Strecker, 1999).

In order for the students to assess others on reading fluency, they must be aware of the

appropriate expression and volume, the appropriate fluency (phrasing and smoothness), and
the pace of a reader (Rasinski, 2011). The students will be able to learn and practice assesses
and seeing a fluent reader through my modeling. Its important that the students see me
model because some students learn visually. With me modeling I can show a step-by-step
process of what is expected (Borich, 2011). They can then also ask questions if needed.

Students wont only be assessing others, but will also assess themselves and have the

opportunity to read for their peers to assess them. The reading that has been chosen for them
to do for readers theatre was based on their interests. This information was gathered from
the reading survey that was done in the beginning of the semester. Allowing the students to
assess each other and themselves helps them self evaluate and learn from mistakes. (Borich,
2011)

Under ACEI Standard II. Curriculum, I will demonstrate my knowledge of major concepts

in reading. Throughout my lesson, I will teach the skills one needs to become a fluent reader. I
will implement age appropriate readings that interest and challenge the students learning.
Students will be engaged in performing their readings, and learn how the parts of fluency can

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bring a story to life. The parts of fluency that help bring a story to life while performing it
through voice would be expression and volume, phrasing, smoothness, and pace (Rasinski,
2011). When the students read the story and get to know the characters, they will be able to
read with appropriate expression and volume. For example, if their character were excited,
they would be reading with excitement and with a much higher volume then normal. From self
knowledge of being excited, the student would also know that the character they are reading
will be talking at a faster pace them normal. As the students practice their reading, they will
learn where to pause, and how to flow their words to sound as if they were talking normal
instead of just reading.

My lesson will also allow me to demonstrate ACEI Standard 3.1 Integrating and applying

knowledge for instruction. With my lesson on readers theatre, I will make connections with
performing arts. They will be able to analyze the given character and be able to base their
performance off of their knowledge of that person. It is important that they understand that
they arent just reading their characters parts, but they should pretend that they are the
character the moment they perform. Doing so will help them practice their fluency better, and
bring that character to life through their voices.

I will also need to adapt to diverse student, which addresses ACEI Standard 3.2 Adaption

to diverse students, because I am working with different leveled readers with behavioral issues.
I can demonstrate this with differentiated instruction and adapting to different students
learning styles. I will be doing various modeling for students who need to visuals and auditory
to help their learning. I will also give appropriate leveled readings based on the students
reading ability. For the students who arent active listeners, I will be consistently encouraging

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them to listen, restate or clarify what is expected, reflect and paraphrase to their comments
and concerns, and to summarize major ideas (Frey, Fisher, & Everlove, 2009).

With the ACEI Standard 3.3 Development of critical thinking and problem solving,

students will be using 4 levels of the Blooms Taxonomy. The Blooms Taxonomy is important
because it challenges the students level of thinking critically
(http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm). The levels that are
included into the lesson are, remembering, understanding, applying, analyzing, and evaluating.
The students will remember and understand the importance of expression, volume, phrasing
and smoothness, and pace when reading. They will also get the opportunity apply their skills in
performing and analyzing themselves and their peers on how well they were able to fluently
read. They will also understand and analyze each story by reading then, answering reflection
questions and comprehension questions.

My lesson will also involve active engagement in learning, ACEI Standard 3.4 Active

engagement in learning, where students will engage in hands-on activities and interact with
their peers. During my lessons, students will get the opportunity to engage in activities such as
collaborative group readings with their peers, discuss their roles, and reenact their stories
together. Collaboration is important because it encourages students to think critically. They
dont only learn to get along in a group, but they contribute to it. (Borich, 2011) In their
groups, they will help each other on how to reenact their characters that best fit the role. They
will practice together and after preforming in the class, their partner who is evaluating them
will say one positive thing about their fluency in reading.

Being in groups and having positive feedback will demonstrate how I will implement the

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ACEI Standard 3.5 Communication to foster collaboration. It is important to have good

communication and positive feedback in the classroom because it builds a stronger and better
classroom environment (Borich, 2011). It will help motivate students to learn more and it will
build a classroom support. For students who are shy to read in large groups, small
collaboration will help ease them into being comfortable with it. Being around peers will also
help others with different views on how they read fluently. The students can learn from each
other and encourage each other through group communication.

After the presentations, the positive feedback that will be given will help motivate the

students, letting them know that whatever they do is acceptable as long as they try. Then
when seeing the evaluations, peers are able to comment on what they thought their partner
needed extra assistance on and ways they could modify their reading to become a more fluent
reader. The evaluations will also be used as an assessment for me to assess them on how well
they know what fluency is and how fluent they are in reading.
With ACEI Standard IV, I will demonstrate assessment for instruction. I was able to
gather information through a survey to understand and know the class attitudes, work habits,
interest, and learning styles towards reading. This helped me in designing the reading lesson
plan. In the lesson, I created evaluation forms for the students to use to help analyze
themselves and each other on their fluency of reading. When modeling how to use the
evaluation form I will be asking questions such as, Did the reader read with expression,
appropriate volume, phrasing, smoothness, and pace? Then when they have to evaluate on
their own, they will be asking those question to themselves to guide them. I too will be
evaluating each student. Throughout the lesson I will be taking notes on if they are answering

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questions or if they are getting confused at some point. During work time, I will be walking
around to observe and to guide those who need some extra help with reading. I will be taking
note on their reading skills as I listen and I will be asking questions to them about their stories
and if they are able to answer them. I will also be giving out an exit pass on the 4 traits of a
fluent reader, and to get an insight on what they believe are their strengths and weaknesses of
reading. I will take those home and read over them so that for the next day, I can help students
on what they believed were their weaknesses and so I can be aware of their strengths. On the
second day as they perform, I will gather their evaluations to match it with mine to see if they
understood the lesson and if they are applying it correctly. To assess them on comprehension,
a handout with questions will be given. The questions on this handout will be about the three
stories, which they will each have a copy of. For comprehension I will be assessing them on
summarizing and questioning.

The types of technology that will be available for students to use will be the projector.

Using this to show the script will help learners who learn visually, get a better understand of
what the reading is about. They will be able to follow along with the reading as the actors read
themselves. As for me, I will be using the computer for my power point, and for the modeling
of how a fluent reader should sound like. I will also be using the video camera to record my
lesson being taught and to record the readers theater performance.

References:
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
http://arch.k12.hi.us/PDFs/ssir/2013/Central/SSIR210-2.pdf

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Rasinski, Timothy V., PhD. (2011). Assessing Reading Fluency. Honolulu, Hi: Pacific Resources for
Education and Learning.

Tompkins, Gail E., (2000). Literacy for the 21st Century: A Balanced Approach; 6th Edition. Upper
Saddle River, New Jersey: Pearson Education, Inc.

Borich, Gary D. (2011). Observation Skills for Effective Teaching: 6th Edition. Boston, MA:
Pearson Education, Inc.

Everlove, S., Fisher, D., Frey, N., (2009). Productive Group Work: How to Engage Students, Build
teamwork, and Promote Understanding. Danvers, MA: ASCD.

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Lesson Plan

Name: Stephanie Domingo

Grade: 5th Grade

Date: April 3rd, 2014

Content Area:
Reading in language arts
Reading in content area

Duration: Day 1: 70 Mins. / Day 2: 70 Mins.

Materials needed:
Script Packet
Evaluation Form
Highlighter/ Pencil
Comprehension Sheet

Guiding Questions:
-Does the reader read with expression?
-Does the reader read with appropriate volume?
-Does the reader read with appropriate phrasing and smoothness?
-Does the reader read with appropriate speed?
-Does the student understand how the traits of a fluent reader may support comprehension?

Enduring understanding:
The students will learn and understand the skills that it takes to be a fluent reader. They will
learn to read with appropriate expression, volume, pace, phrasing, and smoothness.
What reading component/s will be the lesson
Strategy or skill emphasis:
focus?
- Expression
letter knowledge
- Speed
phoneme awareness
- Volume
phonics
- Phrasing
fluency
- Accuracy
vocabulary
- Comprehension: Summarizing and
comprehension (listening or reading)
questioning.

Purpose of lesson
I chose this lesson so that students may be able to read with expression, at accurate speed,
using appropriate volume, all to improve their reading fluency.
Instructional Approach/Practice:
Readers Theater
Literature Circles
Language modalities to be used in this lesson:
Reading, Listening, and Speaking

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Critical Thinking Skills

13

Student Engagement Techniques and

Grouping

ACEI 3.3-Critical thinking, problem solving and performance

skills.

ACEI 3.4-Active Engagement in Learning

Students will use their critical thinking,

problem solving, and performance skills by
applying and assessing their peers on their
reading fluency when performing. They too
will be assessed on their reading performance.

Students will be actively engaged in learning

by working in groups to bring a short reading
to life. They will be understanding and
remembering the skills of a fluent reader.
Then applying their knowledge by performing
and then analyzing by self and peer
evaluations.

ACEI 3.2 Adaptation to diverse students.

Identify type of learner

DIFFERENTIATION PLAN
List type of differentiation

(ELL, SPED, Accelerated Learners,

Striving learners, 504 students, reading)

(learning environment, content,

process, product, performance task)

Striving Learners

Process
Performance Task

Instructional approach

(Write the instructional

approach/accommodations that will be
used for these learners)

Above grade level readers

Content

On grade level readers

Content

Leveled Text: The

Crystal Heart: A
Vietnamese Legend

Below grade level readers

Content

Leveled Text: The

Monkey Lives!: A
Superhero Tale of
China.

They will be given

clear instructions, step
by step on what needs
to be done and will be
reminded of the
expectations.
Lots of modeling will
be done also to help
striving learners to
build a better
understanding.
Leveled Text: The
Seakings Daughter: A
Russian Tale.

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1. Standard/Benchmark

(ACEI 2.1-2.4 Content Area Knowledge. List CCSS , HELDS, GLOs)

Reading Foundational: Fluency

5.RF.4: Read with sufficient accuracy and fluency to support comprehension.
a. Read grade- level text with purpose and understanding.
I can identify the purpose and understanding of the text.
b. Read grade- level prose and poetry orally with accuracy, appropriate rate and expression.
I can read orally with appropriate expression, speed, volume, phrasing, smoothness and
accuracy.

Standard 3: Drama and Theatre
FA.5.3.3: How the Arts Communicate
Analyze a character using knowledge of performance and acting skills in a theatrical production.
I can understand my role and read with the knowledge of how I should act like the
character
2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and
assess student learning, including criteria)

Students will first hear two different examples of how one would read with effective reading
fluency skill (Expression, Speed, Accuracy and Volume). Students will then work in
predetermined groups and participate in performing their assigned readings. Once students
have performed their readings, they will evaluate each other and themselves on how well they
believed they used the four effective reading traits they learned about.

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3. Activities/Instructional Strategies

(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem
solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning)

Day 1: 70 Minute
1. Introduction (1 Minute)
a. Get classes attention with attention getter
i. You say 1,2,3 eyes on me
ii. They should say 1,2 eyes on you

2. Building background (5 Minutes)
a. Ask the students what they think makes an effective or successful reader.
b. Call on students who are raising their hands.
c. Explain to the students that to be an effective reader, Fluency should practice
expression, volume, speed, and our phrasing and smoothness of reading.
d. Explain to the students that we will be learning and practicing on those traits
through an activity called readers theatre.
e. Announce to the students the benchmarks they will be learning.
i. I-CAN...
Identify the purpose and understanding of the text. (5.RF.4a)
Read orally with appropriate expression, speed, volume, phrasing,
smoothness, and accuracy. (5.RF.4b)
Understand my role and read with the knowledge of how they should be
acted. (FA.5.3.3)
f. Tell them that before we start the activity, you want them to help you become an
efficient reader.

3. Mini lesson: (10 Minutes)
a. Re-tell to the students
i. To be an effective reader, we should practice fluency. Fluency involves
reading with expression, volume, speed, and our phrasing and smoothness of
reading.
b. Explain to them what each of these traits means.
i. Expression is when one reads with feeling
1. Example: YAY!! Im so excited! or Dont tell me what to do!
2. Example: Im sorry It wont happen again
a. Explain to them that in order to read with expression in
readers theater, they will be able to read the short story first
and get to know their character, so then they can get some
knowledge on their characters mood.
ii. Volume is when everyone can hear you. It also is something that matches
the expression.
1. Example: YAY!! Im so excited! or Dont tell me what to do!
(LOUD)
2. Example: Im sorry It wont happen again (QUIET but still able to

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hear)
iii. Speed is when you read words at a pace that are appropriate to the story. It
wont sound really slow or too fast.
1. Example of what not to do: YAY!! Im so excited! or Dont tell me
what to do! (SLOW)
2. Example of what not to do: Im sorry It wont happen again (Fast)
iv. Phrasing and smoothness is when one can read with a good flow. One isnt
breaking words apart, but is saying them as a whole. They are also arent
breaking sentences apart where theyre not supposed to. They read with
breaks at the appropriate spot, and they dont read to run out of breath.
1. Example of what not to do: Yay-- Imso-- excited! or Dont tell
me what to do!
2. Example of what not to do: Im--sorry it wont happen. again
c. Explain to them that readers must show all four traits during performing and to read
fluently.

4. Guided practice: (20 Minutes)
a. Pass out evaluation forms and have students take out a pencil.
i. Each student gets a paper that has 3 evaluations on one page. (For teacher,
author, and peer evaluation.)
ii. Each student should also get a paper that has 2 evaluations on one page with
reflection questions in the back. (To use for partner evaluation and self
evaluation)
b. Explain to the class that you will be reading a section of the book Love You Forever
by Robert Munch.
i. As I read to you the book, check off yes if you heard me read with those
traits all the time or no if you didnt hear me read with those traits at all. If
you heard me read with those traits sometimes, then you can check off
sometimes.
1. Expression
2. Volume
3. Speed
4. Phrasing and Smoothness
ii. On these forms you may also write any specific comments.
iii. I also want you to write one positive thing you liked and one fixer for my
reading.
c. Ask if there are any questions so far.
d. Introduce and read the book.
i. Read with no expression.
ii. Read choppy. Quick and slow.
iii. Read loud and really quiet.
iv. Use the elmo to display the book.
e. Allow some time for students to evaluate you.

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f. Discuss with them on how they thought of me as a reader.

i. Have students point out what I did wrong and ways I could improve.
ii. Ask if I was a fluent reader.
g. Lets students listen to Robert Munchs version of the story
i. http://robertmunsch.com/book/love-you-forever#
h. Tell students to now evaluate his reading.
i. Discuss how he did as a reader
i. Have them point out what he did well.
ii. Ask if he was a fluent reader.
iii. Ask what made him a fluent and effective reader.
1. Does the reader read with expression?
2. Does the reader read with appropriate volume?
3. Does the reader read with appropriate phrasing and smoothness?
4. Does the reader read with appropriate speed?

5. Work Time: (5 Minutes) (Total of 30 Minutes)
a. Ask students to clear their desk and hold onto their evaluation forms, their pencils,
and their highlighters.
b. Tell students to line up in the back of the room.
c. Call out predetermined groups (Groups will be on the slides on power point, along
with their story they are reading and role) and have them sit together.
i. Be sure to remind them to stay quiet as you call out groups.
d. Tell them the three short stories
i. Story one will be Monkey Lives!: A Superhero Tale of China
ii. Story two will be The Crystal Heart: A Vietnamese Legend
iii. Story three will be The Sea Kings Daughter: A Russian Legend
e. Pass out to each group, their short story or part of their short story. (Each group
should have copies of their short stories for everyone)
f. Explain to them the rules during work time.
i. Use indoor voices.
ii. Stay with your group, so no wondering.
iii. Support your group members. No put-downs.
iv. When practicing your group story together, give each other feedback on
how you all could improve.
v. If anyone breaks any rules, I will start collecting fines

6. Independent work (You do it alone) (10 Minutes)
a. Explain to them that in their groups, you want them to read silently to themselves
their story.
i. During this time, also have them highlight their speaking part.
ii. Remind them to get to know the story so they know how their characters
tone of voice should be.

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7. Collaborative Group work (You do it together) (15 Minutes)

a. Get the classes attention with the attention getter.
b. Tell them that after they have read the story silently to themselves, to discuss with
their group what they believe the story is about.
c. Announce to the class that they can review their stories together and practice as a
group. They can practice by referring to their evaluation sheet to see if they are
reading as fluent readers.
i. As you all practice reading, you can look at your evaluation sheets and
assess yourself and others. If you feel like you may get a no or sometimes
checked, then self evaluate and figure out how you could get a yes checked.
Do not write on your evaluation forms just yet.
d. Remind them that they are going to be reading using the fluency traits we just
learned about.
e. Walk around and assist students when needed. Take notes on who needed help and
write any additional comments.
i. Ask them the guiding questions.
1. Are you reading with expression, volume, phrasing and smoothness,
and pace?
2. Whats the story about?
ii. Keep them on task.

8. Closure: (5 Minutes)
a. Tell the students to return to their seats
b. Ask the class what they have learned today.
i. To be a fluent reader, you need to read with expression, volume, phrasing
and smoothness, and pace.
c. Discuss with your side partner which traits they believe are their strength and their
weakness.
i. In order to get to know the character they are playing they need to be able to
read and understand the story.
d. Tell them that they will be able to practice and perform their readings next class.
e. Remind them to hold onto their evaluation forms.
i. Place all your handouts into your folders.
f. Pass out the exit pass.
g. Tell them that they must turn in their exit pass by the end of class.
i. Turn it in to me.

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Day 2: 70 Minuets
9. Introduction (1 Minute)
a. Get classes attention with attention getter
i. You say 1,2,3 eyes on me
ii. They should say 1,2 eyes on you

10. Building Background (5 Minutes)
a. Discuss what we had learned from last class.
b. Review with them the traits of a fluent reader.
i. What are the traits of a fluent reader?
1. Expression: Reads with feeling.
2. Volume: Voice is clear and loud enough for audience to hear.
3. Also has the appropriate tone to fit the characters situation and
mood.
4. Speed: Decent pace. Not to fast, not too slow. Sounds natural.
5. Phrasing and Smoothness: Good flow. Reading isnt choppy.
c. Review with them the criteria on their evaluations forms, to keep in mind with
reading their story.

11. Collaborative Group Work (45 Minutes)
a. Tell the students to get into their groups.
b. Tell them that they have 10 minutes to practice their readings with their groups.
c. Gather them to sit back at their seats.
d. Pass out their reflection sheets that have their questions and their self evaluation.
e. Discuss the rules during presenters are presenting.
i. While each group is reading, we must show respect and listen.
ii. (Show the paired partners of who they will be evaluating on the slide) On
the slide, you are partnered up with someone, and that is the person you will
be evaluating on their fluency.
iii. Remember to keep in mind that when performing, you should remember
what the story and your character is all about. This will help you become the
character so that the audience believes that your character and story is
coming to life.
iv. After your group is done presenting, you may evaluate yourself on how you
think you did.
f. Allow each group to present.
g. After each group has present, have them meet up with their partner to share
feedback.
i. Cut off bottom half where you evaluated them, and give to them your
scoring.

12. Independent Group Work (15 Minutes)
a. Settle students back to their desk.
b. Explain to them how well they did.

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i. Point out how well they work in groups

ii. Point out how well their readings were
iii. Point out how they had good discussion with their partners.
c. Pass out mini-books of each story and the comprehension worksheet to the
students.
i. On this sheet, answer the questions about each story we have all heard. Id
like you answer the questions and at write a short summary of what the
story was about.
ii. If they do not finish it by the end of the day then it will be for homework is
will be due next class.
d. Tell the students that you would like them to complete their reflection sheet first
and their self-evaluation. This will serve as their exit slip.
e. Tell them turn in all papers.
i. Evaluation of teacher, author, and their peers evaluation
ii. Their evaluation and reflection question.
iii. Comprehension question and answers (if finished)

13. Closure (5 Minutes)
a. Review with the I Can statements in question form
b. Tell them to first discuss with a partner, then we will discuss with the class.
i. Now that the lesson is done, lets go back to our I Can Statements and see if
we learned what was expected.
ii. Were we able to:
1. Identify the purpose and understanding of the text? (5.RF.4a)
2. Read orally with appropriate expression, speed, volume, phrasing,
smoothness, and accuracy? (5.RF.4b)
3. Understand the role and read with the knowledge of how the
character should be acted? (FA.5.3.3)
c. Praise the students they did a great job and remind them to turn in all their work.

14. Formative Assessment Task (for teacher candidate to complete at the end of the day)
a. See attachment

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21

Assessments and Rubric

ME

5.RF.4: Read with sufficient

accuracy and fluency to
support comprehension.
a. Read grade- level text with
purpose and understanding.

I can identify the

purpose and
understanding of
the text.

5.RF.4: Read with sufficient

accuracy and fluency to
support comprehension.
b. Read grade- level prose and
poetry orally with accuracy,
appropriate rate and
expression.

I can understand my
role and read with
the knowledge of
how they should be
acted.
GLO 1: Self- Directed

Learner

Performs and
reads
character very
well as if they
were actually
them.

Performs and
reads
character well,
with a few
mistakes and
with few
expression.

Performs without
effort or doesnt
perform at all.

Completes all
work and
turns them in
on time.

Completes all
work and
turns them in
late.

Work is not
completed or not
turned in.

Work is
completed
with lots of
details to
support

Work is
completed
with some
details to
support

Work does not

have any details or
is not completed
at all.

WB
Does not
understand what
the story was
about and didnt
summarize their
story at all. Or,
summary was
completely
incorrect.
Did not finish and
completed the
comprehension
sheet. Or, had all
errors.
Was evaluated
with all no and did
not meet any of
the criteria of
reading fluently.

Was evaluated
with some yes
and meet a
few of the
criteria of
reading
fluently.

GLO 4: Quality
Producer

DP
Understands

what the story

was about but
summarized
the story with
few detail and
few errors.
Finish and
completed the
comprehensio
n sheet with
few errors.

I can read orally

with appropriate
expression, speed,
volume, phrasing,
smoothness, and
accuracy. (5.RF.4b)

FA.5.3.3- Analyze a character

using knowledge of
performance and acting skills
in a theatrical production.

MP
Understands
what the story
was about by
correctly
summarizing
the story on
the reflection
sheet.
Finish and
completed
correctly, the
comprehensio
n sheet.

Was evaluated
with all yes
and meet
criteria of
reading
fluently.

Readers Theater

GLO 2: Community
Contributor

GLO 5: Effective
Communicator

22

answer.
Works in

groups well
giving
appropriate
feedback.
Did not play

around during
work time.
Listens and

asks questions
when needed
throughout the
whole lesson.

answer.
Works in

groups well
giving

appropriate
feedback.
Played around
during work
time.
Listens and

asks questions
when needed
throughout
part of the
lesson.
Constant
reminder to
stay on task.

Doesnt work in
groups well.
Wasnt on task,
and disrupting
others.

Did not follow

directions and had
to get constant
reminders to get
back on task.

Exceeds Proficiency (ME) Meets Proficiency (MP) Develops Proficiency (DP) Well-Below Proficiency (WB)

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23

Students

5.RF.4a

5.RF.5b

FA.5.3.3 GLO 1 GLO 4

GLO 2

GLO 5

Readers Theater

Notes on students:

24

Readers Theater
Handouts

25

Evaluation Forms

Name: _______________________________Reader: ____________________________
YES
NO
Reading Trait
Expression: Reads with feeling and uses different tones throughout reading.


Volume: Reads with appropriate tone and is clear so audience can hear.


Speed: Reads at an appropriate pace.


Phrasing and Smoothness: Reads with a good flow and not choppy.


BASED ON READING, DOES THE READER READ FLUENTLY?


Strength(s):
Improvement(s):

Name: _______________________________Reader: ____________________________
YES
NO
Reading Trait
Expression: Reads with feeling and uses different tones throughout reading.


Volume: Reads with appropriate tone and is clear so audience can hear.


Speed: Reads at an appropriate pace.


Phrasing and Smoothness: Reads with a good flow and not choppy.


BASED ON READING, DOES THE READER READ FLUENTLY?


Strength(s):
Improvement(s):

---------------------------------------------------------------------------------------------------------------------
Evaluator: ______________________________Reader: __________________________
YES
NO
Reading Trait
Expression: Reads with feeling and uses different tones throughout reading.


Volume: Reads with appropriate tone and is clear so audience can hear.


Speed: Reads at an appropriate pace.


Phrasing and Smoothness: Reads with a good flow and not choppy.


BASED ON READING, DOES THE READER READ FLUENTLY?


Strength(s):

Sometimes

Sometimes

Sometimes

Improvement(s):

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26

Self Evaluation

Name: ______________________________________________Date: _______________
YES
NO
Reading Trait
Expression: Did you read with feeling and use different tones throughout reading?

Volume: Reads with appropriate tone and is clear so audience can hear.


Speed: Did you read at an appropriate pace?


Phrasing and Smoothness: Did you with a good flow and not choppy?


BASED ON READING, DID YOU READ FLUENTLY?


Strength(s):


Improvement(s):

Sometimes

Reflection Questions

1. What is the activity we just participated in called?



2. What was your short story about? Give a short summary.





3. Name and explain the 4 reading traits of a fluent reader.





4. Name one thing you liked about this activity.





5. Explain something you believe you should work on as a reader.

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27

Name: _________________________

Date: ______________________
ID #: ________

Comprehension Sheet
Monkey Lives! : A Superhero Tale of China
1. Give a short summary of what the story was about.





2. Why was Monkey brought to Land of Darkness?





3. What did he do to fix that situation of him being there?





4. Do you think Monkey really was immortal at the beginning of the story?






The Crystal Heart: A Vietnamese Legend
1. Give a short summary of what the story was about.





2. How did Mi Nuongs feelings toward Truong Chi change throughout the story? What
changed it?

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28

3. Why do you think Mi Nuong acted the way she did toward Truong Chi when she first found
out who he was?





4. What is the crystal heart and what happened to it?





The Sea Kings Daughter: A Russian Legend

1. Give a short summary of what the story was about.





2. What did Sadko want with his life?





3. Why did he go under the sea?





4. If Sadko kissed Volkhov, what would happen?

***What was your favorite story? Why?***

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29

Name: __________________________ ID #: ___________

Exit Pass

Match up the trait to the correct definition:
Explain which traits are your
1. Pace
a. Reads with feeling
strength and weakness. Why?

b. Sounds natural. Not too fast, not too slow.
2. Expression
c. Voice is clear and loud for audience to hear.

Reads a tone that fits the characters
3. Phrasing and
situation and mood.
Smoothness d. Reading is NOT choppy. Reads with good

flow
4. Volume


Name: __________________________ ID #: ___________

Exit Pass

Match up the trait to the correct definition:
Explain which traits are your
5. Pace
e. Reads with feeling
strength and weakness. Why?

f. Sounds natural. Not too fast, not too slow.
6. Expression
g. Voice is clear and loud for audience to hear.

Reads a tone that fits the characters
7. Phrasing and
situation and mood.
Smoothness h. Reading is NOT choppy. Reads with good

flow
8. Volume


Name: __________________________ ID #: ___________

Exit Pass

Match up the trait to the correct definition:
Explain which traits are your
9. Pace
i. Reads with feeling
strength and weakness. Why?

j. Sounds natural. Not too fast, not too slow.

10. Expression
k. Voice is clear and loud for audience to hear.


Reads a tone that fits the characters

11. Phrasing and
situation and mood.
Smoothness l. Reading is NOT choppy. Reads with good

flow
12. Volume

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30

Lesson Reflection
(Reflect upon all parts of your lesson. Respond to the questions below. Cite examples from the
lesson to support your claims. Double space, use the academic language of teaching reading
use 12 pt. Calibri, Cambria or Arial font).

What reading instructional approach did you select and how effective were you in using this
approach? (Describe the approach briefly, explain why you selected and address strengths and
challenges, what would you do differently or refine for the next time)


The reading activity I did with this lesson is Readers Theatre and used the approach of
Literature Circle. Literature circle Literature circle is sometimes known as book clubs. The
reading materials are childrens literature that includes stories, poems, biographies, and other
non-fiction books. Most importantly, these readings are stories that interest them and are
manageable to them. They read and then have grand conversations discussing the story
(Tompkins). I would say I was pretty effective in my approach in my lesson. The students didnt
get to choose their own story but they did take a student survey and I chose a story thats genre
was in their interest. The students had their independent reading time, along with a lot of
group readings. They did a readers theatre so they had the opportunity to read with others and
they also discussed what their story was about so that they could help each other on ways to
fluently read better. There were two sets of two groups who took on the same stories because
they were a bit long for readers theatre. A successful thing that I implemented into the lesson
was allowing the two groups read their story together so that they could be able to hear what
the whole story was about and that they could get more peer feedback on reading. A challenge
I had within the lesson was on their comprehension. I realized after the lesson and seeing their
worksheets was that I should have introduced the book myself to the whole class so that they
all had some sort of knowledge of each story. Instead what I did was allow the groups to read

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31

their stories and hope the students could understand the story from that. I also gave them
their own set of stories for them to take home to read and so that it could help them with the
comprehension handout. Next time, I know to take the time and discuss with the class what
the stories were about.


What reading strategy/is and skill/s did you select and how effective were you in using this
approach? (Describe the strategy and skill briefly, explain why you selected and address
strengths and challenges, what would you do differently or refine for the next time)


The strategy and skill I decided to focus my lesson on was fluency on reading, which
included expression, speed, volume, phrasing, and accuracy. I also decided to focus on
comprehension through summarization and questioning. I felt that in my strategy in teaching
fluency was somewhat effective. The reason I say this is because as students read their
readings, there was a lack of fluency of reading. It may be due to the fact that I wasnt able to
use class time for them to practice everyday. But, when it came to evaluating each other on
their fluency of reading, they were able to see what I saw, so that showed me that they
understood those skills but had a difficult time applying it. With comprehension, many of them
were able to answer and summarize the readings they had, but when it came to the readings
other groups had, it was a bit different. I did give all of them copies of each book to take home
and read to help them with questioning, but not much information was given. Only when the
students presented was when the class was able to hear they story and figure out what it was
about. The next time I will discuss each story either before or after the presentations just so
that everyone can get a little knowledge of the stories.

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32

What text did you select to use? Why did you select it? What was students engagement with
the text? (Describe text, explain why you selected and address strengths and challenges
students encountered using the text, what would you do differently or refine for the next time)


I had chosen three different texts to meet 3 levels of reading but still reaching the
classes interests. I chose the stories Monkey Lives! A Superhero Tale of China, A Crystal Heart: A
Vietnamese Legend, and The Sea Kings Daughter: A Russian Legend. I selected these stories
because these were scripted plays that students could use for the readers theater. I also used
these readings because these are folktales, and during my reading survey with the students
prior to this lesson, results showed that the interest in folktales were high. I assumed that
chosen these stories the students will be engaged, and they were. The challenge in this is that
because these folktales are of different cultures, they had a difficult time pronouncing names
and cities within the readings. The next time I will choose readings that may be a bit shorter so
that each group could have their own stories, and I will also practice words with the class I
know they may have a difficult time pronouncing.


What instructional grouping approach did you use? Why did you select this approach? What
were students engagement and your management of this grouping approach? (Describe if
you used independent, pairs, small groups, and/or whole group approaches, why were they
selected, strengths and challenges among students and you with managing the groups, what
would you do differently or refine for the next time).


After assigning the stories and roles of each student, I had them spend time
independently reading their story. After they were finished, they were to get into their groups
and discuss their story and the characters in it. After discussing they would read the story again
but as a group with their assigned roles. They would keep doing so to practice until they
performed for the class. I selected the independent reading first because I wanted to give them

Readers Theater

33

some time to read themselves and so they can generate an idea of the story and the characters.
I then had them go into groups so that when discussing the story, they had something to say.
The grouping was done with the help of my mentor. We assigned the groups as low, medium
and higher reading levels. Having them read independently then as a group was a success
because they were able to understand their stories well and were able to answer their
comprehension questions on their story with details. What could have been done differently is
grouping up other students from other groups so they could discuss what each of their stories
were about, or even doing that as a whole class discussion. It would have helped with
comprehension better.

What evidence can I show about my students learning (e.g., student work)? How effective
was my assessment plan for getting information about my students learning? (Describe the
process you used to collect data about student learning)

Readers Theater

34

I feel like my assessment plan for getting information about my students learning was

effective. I provided a numerous amounts of tools such as an exit pass to see how much they
understood from lesson 1. They also were given self-evaluation sheets where they could
evaluate themselves after they performed their readers theater and answer some questions
about the story they presented. The last thing I had them do was a comprehension worksheet,
which they were able to fill out after everyone read their stories. The comprehension sheet
had questions from each book, so the students had to use their listening skills in order to try
and understand the story. For those who had a difficult time with that, I also provided all
stories for them to take home and answer their questions as homework.

For my reflection, I am using three students as examples on how effective my

assessment plan was. I chose one student from each group, which also determined their
reading level of high, medium, and low.

Readers Theater

35

Student A is Arianna. Arianna was the higher-level student who showed how well of a fluent
reader she was. She was able to get the questions on her exit pass correct. When I evaluated
her as she performed, she was able to fluently read, and she was able to see also because when
she evaluated herself she rated herself just how I did. All her reflection questions and her
comprehension questions were correct and answered with great detail. She also was graded
with all meets proficiency because she showed quality work and turned all her work in on time.







Exit Pass

Readers Theater

36

Student A Self- Evaluation/ Reflection Questions and Teachers Evaluation

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37

Student A Comprehension Worksheet

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38

Student B is Levi. Levi was the medium-level student who showed how well of a fluent reader
he was. I was not able to receive an exit pass from him because he said he misplaced it. When
evaluated him as he performed, he was able to somewhat fluently read, and when he was able
to evaluate himself, he rated himself almost like how I did. He rated himself that he sometimes
read with appropriate volume, in which I said he did, and he rated that he had appropriate
pacing in reading, in which I said he did sometimes. All his reflection questions and his
comprehension questions were correct, but could have been answered with better detail. He
also was graded with some meets proficiency because he read and performed well and showed
that he understood the text. The rest was developing proficiency because he didnt turn all his
work in and because more details could have been added to his work.


Teachers Evaluation & Self Evaluation w/ Reflection Questions

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39

Student B- Self-Evaluation and Reflection Question

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40

Student B- Comprehension Sheet

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41

Student C is Jason. Jason was the lower-level student who showed how well of a fluent
reader he was He was able to get the questions on his exit pass correct When I evaluated him
as he performed, he was able to somewhat fluently read, and when he was able to evaluate
himself, he did not rate himself like how I did. He rated himself that he read fluently with all
traits perfected. I on the other hand thought he read with all traits sometimes. All his
reflection questions needed more details to support his answers and not all his answers were
correct. He also turned in his work late. He was graded with some meets proficiency because
he understood his text well and was able to answer the reflection questions with detail. He
also cooperated well with others during the lesson and gave his peers good feedback to help
them out. The rest was developing proficiency because he didnt turn all his work on time, and
he wasnt able to comprehend the stories to its full extent. He also didnt, read as fluently as
practiced.

Exit Pass

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42

Student C- Teacher Evaluation

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43

Student C- Self-Evaluation and Reflection Question

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44

Student C- Comprehension Sheet

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45

How did I do in meeting my desired results for this lesson? What are my next steps to
improve students learning? (Describe the results of each benchmark and information from the
assessment data table?)


I felt like I did better than I thought I would have. What I wanted out of this lesson was
to make sure that I modeled enough for students to understand what I wanted them to learn
and that I explained to them the importance of what and how reading fluency can help them. It
was a success. There are somethings I feel that could have been improved more, which were
their comprehension sheets. They may have understood how to read fluently, but I dont think
when they answered their comprehension sheet, they werent keeping that in mind. After
reading over their work, I feel like some of them rushed through answering the questions
because there werent many details to support it. My next steps to improve students learning
is to choose a different story that has more names that are easier to pronounce. I also want to
focus more on why fluency helps comprehension instead of focusing on the way we can read
fluently.