RM Winter 2016 FLIP

2012 program suite, is another software application that can do much the same thing. Students may even enjoy creating a movie of still shots, then using voiceover technologies to record the Reader’s Theatre script. A twist to this idea is using an application with Green Screen technologies (see Figure 5). Both Green Screen by Do Ink and Veescope Live are applications that allow students to record themselves in virtually any setting. If you’re concerned over student images on the Internet, consider using an application such as Tellagami that lets students select an avatar. Social studies instructional ideas include students acting out The Star Spangled Banner story with historic scenes playing in the background, presenting a speech from history while a slideshow presents images of the era, or hosting a mock trial to determine who is the guilty party in the Triangle Shirtwaist Factory fire. Other applications allow students to create virtual puppets that lip sync to students’ reading. Both Sock Puppets and Puppet Pals are examples of free apps available in the iTunes App Store, but they are just two of many examples of this type. While some studies show that technology alone does not significantly affect reading fluency and comprehension compared to paper-based instruction, (see Bryan, 2011), we know that providing opportunities for repeated practice is a validated technique. This understanding, combined with the novelty and motivation provided by

teachers, increase the amount of time spent reading aloud?

Unplugged Reader’s Theatre is the dramatic interpretation and oral reading of a play script (Walker, 2005). The use of dramatic reading results in multiple benefits in the content-area classroom, including fluency building, enhanced comprehension of text, and interest-building and enthusiasm for learning (Kimbell- Lopez, 2003; Levy, Coleman, & Alsman, 2002; McMahon, Raphael, Goatley, & Pardo,1997; Trainin & Andrzejczak, 2006). There is virtually no cost for utilizing this instructional strategy because of the plethora of free online script resources (see Table 1) and the lack of need for costumes or sets. Students do not need to memorize lines for this theatre; instead, rehearsal with scripts is the focus for skills practice. Repeated reading is well documented in the literature as helping to increase reading fluency (Hasbrouck & Tindal, 1992; Meyer & Felton, 1999; McMahon, Raphael, Goatley, & Pardo, 1997; Rasinski, 2003; Samuels, 1997; Shanker & Ekwall, 1998; Torgesen, Wagner, & Rashotte, 1994; What Works Clearninghouse, 2014). When Reader’s Theatre is embedded in social studies instruction, students are able to achieve fluency goals while practicing with meaningful and purposeful content (Jones, Burr, Kaufmann, & Beck, 2013; Yearta, Jones, & Griffin, 2014). Students can work in groups to convert sections of a historical fiction novel into Reader’s Theatre scripts. Monster , by

Reading Matters Teaching Matters

Walter Dean Myers (1999), was written in the form of a screenplay and would adapt easily to the reader’s theater format (O’Shea, McQuiston, & McCollin, 2009). Another idea is to have students write an oral history of their own cultural or personal experiences including oral poetry about the fall of the Berlin Wall, lines from the dedication of a monument. Plugged in While there are currently Reader’s Theatre scripts, this innovation may not be far off. Even still, teachers can maximize student creativity by combining unplugged and plugged in resources concurrently with the use of apps (see Table 1). Some apps, such as iMovie, will allow students to record and edit their production. Moviemaker, included in the Windows Essentials readings from seminal, applicable works, e.g. no apps in the iTunes store that provide free

Theatre Resources Websites

the use of technology, has positive outcomes (Bramlett, 1994; Cheung & Slavin, 2013; Day & Kroon, 2010; Delacruz, 2014; Kimbell-Lopez, 2003; Levy, Coleman, & Alsman, 2002; McMahon, Raphael, Goatley, & Pardo,1997; Trainin & Andrzejczak, 2006). Collaborative Learning Encouraging peers to interact and use reading strategies leads to an increase in the learning of the strategies, promotes intellectual discussion, and increases reading comprehension (Cheung & Slavin, 2013; Delacruz, 2014; National Reading Panel, 2000). When students collaborate to learn, they often experience improved academic performance, greater motivation toward learning, and increased time on task (Bramlett, 1994; Cheung & Slavin, 2013; Day & Kroon, 2010; Delacruz,

Unplugged Plugged in

Education Resource Guide (free)

X

Internet Resources for Conducting Reader’s Theatre (free)

X X

Lesson plans with resources (free)

Now Showing… Reader’s Theatre (free)

X

iTunes Apps

iMovie: Students can record their Reader’s theatre performances. ($4.99)

X

X

Puppet Pals: Students can create and record their own animated shows. (free; $2.99 premium)

X

X

Sock Puppets: Students create their own lip-synched videos, add puppets, props, scenery, and backgrounds and start creating. Hit the record button and the puppets automatically lip-synch to your voice. (free) Featured in “Best New Apps in Education” in iTunes. Green Screen by Do Ink makes it easy to create incredible green screen videos and images right on your iPad. ($2.99)

X

X

X

X

Veescope Live: Real-time Green Screen/ Chroma Keying (free)

X

X

Tellagami: Students can create and share a quick animated video called a Gami. (free)

X

X

Table 1: Resources for Reader’s Theatre

Reading Matters | Volume 16 • Winter 2016 | scira.org | 55 |

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