If you are planning to involve your entire class in cooperative reading groups, simply duplicate scripts with appropriate numbers of readers. (Many READERS THEATRE scripts feature 5-8 readers. Five scripts needing five readers will equally divide a class of 25, etc.).

SIX STEPS T0 SUCCESSFUL COOPERATIVE READINGS

Step 1: Assemble students into groups. Pass out scripts.

Step 2: Ask students to read through their scripts silently. Then assign practice spaces to each group. Groups may now break away and go to their practice spaces.

Step 3: Using cooperative learning techniques (use the specific techniques which work best for you or see Practicing Cooperative Learnsing techniques on p. for more information), each group assigns parts and rehearses its script. Suggestions for improvements, additions or changes must come from the group. Teacher may move from group to group encouraging the readers. Check to see that scripts have been underlined, as previously mentioned.

Step 4: Ask readers to take scripts home so that some home rehearsal may be accomplished. Suggest reading script aloud with various family members.

Step 5: Allow groups to practice two or three times, or until they feel ready for an audience.

Step 6: Schedule the group presentations. You might feature one group presentation per day for a week, or hold a "Friday Festival" and present them all on the following Friday afternoon.

NOTE: You need not include all class members in a cooperative reading presentation. Selected groups may rehearse scripts for presentations at different times throughout the school year.

READERS THEATRE "FRIDAY FESTIVALS" ARE A FESTIVE WAY TO END THE WEEK!

In an article for the Australian Reading Association, Charlene C. Swanson suggests the following rehearsal plan when using an Instant or Cooperative reading approach. It is an eight point procedure which enables any teacher to get the most from elementary school readers. She says,

"The rehearsal is the essence of readers theatre. Here is where students get practice becoming fluent oral readers. They must understand the story before they can use their voices to convey that interpretation to others. Repeated readings in a readers theatre setting is not tedious, but fun."

The eight point procedure:

1. First, students read the script silently to get the main idea. Younger students can read it aloud with the teacher or listen to an older group of children performing the script. They might follow along with their fingers while they listen.

2. Then, assign the parts to individual students. Be sure that longer, more difficult parts do not go to the poorer or less confident readers for the first few readings of a script.

3. When using a script for the first time, have students find and underline the name of their part each time it appears in the left margin of the script. Then have them write that character's name on the front of the script. As students change parts, they exchange scripts.

4. Students then rehearse their parts and ask each other or the teacher for help with unknown words.

5. Now read the script aloud. Remind students to say the line the way that the character would say it and to follow any voice directions included by the script writer. Also, remind them to follow along when others are reading so they will be ready to read when their turn arrives.

6. After the first reading, discuss the story as a group. Focus on how each character feels in this situation. Explore some different ways a reader might communicate feeling through voice.

7. Now have the students do a second oral reading, keeping the same parts.

8. Use of a particular script with a particular group of students can end at this point, but some groups will not be ready to stop. One option is to switch parts. This is a good time for the less able readers to read a larger part. The swapping of parts may take place over several days. Stop each day's lesson before students become bored. Time limits will vary with age and script."

READERS THEATRE CAN HELP REKINDLE THE IMAGINATION!

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