Free Downloadable Teaching Resources for Grades K–2

Resources for the title The Lion Who Saw Himself in the Water

Hoopoe Books Reader’s Theater

Giving Students a Reason to Read, and Re-Read, Aloud

Download the printable instruction here.
Download the printable one-act dramatic play here.
Download the reading skills assessment chart here.

OVERVIEW:

  • The reader’s theater strategy combines students’ desire to perform with their need for oral reading practice. Reader’s theater offers an entertaining and engaging means of improving fluency through repetition, reading with expression, and enhancing comprehension.
  • Reader’s theater is a way to involve students in reading aloud. In reader’s theater, students “perform” by reading the Hoopoe books’ scripts created for this purpose. Students can perform the scripts with or without costumes or props.

RATIONALE:

  • Reader’s theater is a strategy that combines reading (and re-reading) practice and performing. Its goal is to enhance students’ reading skills and confidence by having them practice reading with a purpose. Reader’s theater gives students an authentic reason to read aloud.

OUTCOMES:

  • Re-Reading to Develop Fluency:

Reader’s theater motivates reluctant readers and English language learners, and provides fluent readers the opportunity to explore genre and characterization. Hoopoe Books Reader’s Theater scripts can be used as early as first-grade. Re-reading is a key factor in developing fluency, which is necessary for comprehension. Students don’t even realize they are re-reading as they practice the script.

  • Re-Reading to Develop Understanding:

The value of reader’s theater is increased when used as a strategy for increasing understanding of what is being read. Students also practice reading with expression when they take on the roles in the script.

  • Re-Reading to Develop Voice:

Reader’s theater is a wonderful technique for helping readers learn to read aloud with expression and joy. Performing reader’s theater without props allows the readers to learn that the inflection in their voices needs to provide much of the drama of the story.

TESTIMONIAL:

  • I love watching my English language learners gain more fluency and confidence as they perform the Hoopoe Books Reader’s Theaters,” says educator and I Have a Dream volunteer, Leanne Lockhart. “They love hamming it up and making costumes and scenery too.”

INSTRUCTIONS:

Some students are hams — they just don’t know it until they get up in front of the group. There is no risk in reader’s theater, because no memorization is required. And, there’s opportunity for practice, so struggling readers are not put on the spot.

  • Hand out a photocopied Hoopoe script
  • Assign a part to each child
  • Have her simply read the script aloud and act it out. That’s all you have to do.

“Magic” occurs when the students get to be on stage — even if that stage is the floor of the classroom or library. Shy children may blossom, and students develop a strong sense of community.

TIPS:

  • Start slowly so students feel comfortable in the performance mode. Students do not memorize their parts; they always read from their scripts. Provide lots of opportunities for practice.
  • Read the book several times, offering instructional support for new vocabulary, and for understanding the different characters. You can do many other activities with the story to develop understanding before doing the reader’s theater. *A complete set of lesson plans can be found on Hoopoe’s website.
  • Students simply stand or sit in a semicircle or on a stage, if one is available.
  • Model each character’s part and match roles to readers.
  • If you have a larger group than the number of roles, you may have several readers’ theater groups going simultaneously.
  • Work with small groups, not with the entire class, if possible.
  • You might invite families or caregivers to a presentation, or invite another class to the reader’s theater enactment.
  • You might also video the performance or do a radio podcast.

~May Hoopoe Reader’s Theater enliven your classroom and your students’ lives, as well as cement learning that lasts.

Teacher Lesson Plan

The Hoopoe Teaching-Stories series provides a multicultural program designed to meet the National Standards in Education and guide students towards mastery of the content required by the Common Core State Standards for Language Arts, the California Content Standards in English Language Learners, History/Social Science, and Visual and Performing Arts. These multicultural tales are designed with a wide range of student abilities in mind. Hoopoe Teaching-Stories can be used with: Advanced students, English-language learners, and students with learning disabilities or reading difficulties.

Hoopoe Teaching-Stories prepare students to master the California Reading Common Core State Standards for Language Arts by helping them build skills in reading comprehension, literary response and analysis, and vocabulary development.

Grades K–2 (PDF): Lion Who Saw Himself in the Water GrK-2 lesson plan

Education Standards

Common Core State Standards for ELA – English Language Arts

Grade K: Lion Who Saw Himself in the Water ELA alignment

Grade 1: Lion Who Saw Himself in the Water ELA alignment

Grade 2: Lion Who Saw Himself in the Water ELA alignment

California Content Standard Alignment:

Grade 1: Lion Who Saw Himself in the Water English Standards

Grade 2: Lion Who Saw Himself in the Water English Standards

Grades K–2: Lion Who Saw Himself in the Water English Language Development

Grades K–2: Lion Who Saw Himself in the Water History-Social Science

Grade 1: Lion Who Saw Himself in the Water Visual Arts

Grade 2: Lion Who Saw Himself in the Water Visual Arts

WIDA PRIME

Grades K – 2 All 6 Grades K-2 Hoopoe titles have been correlated with the The Protocol for Review of Instructional Materials for English Language Learners (PRIME) through the World-Class Instructional Design and Assessment (WIDA) tool (http://prime.wceruw.org/instructionalMaterials/index.aspx). Click here for a copy of the report.

Resources for the title The Silly Chicken

Hoopoe Books Reader’s Theater

Giving Students a Reason to Read, and Re-Read, Aloud

Download the printable instruction here.
Download the printable one-act dramatic play here.
Download the reading skills assessment chart here.

OVERVIEW:

  • The reader’s theater strategy combines students’ desire to perform with their need for oral reading practice. Reader’s theater offers an entertaining and engaging means of improving fluency through repetition, reading with expression, and enhancing comprehension.
  • Reader’s theater is a way to involve students in reading aloud. In reader’s theater, students “perform” by reading the Hoopoe books’ scripts created for this purpose. Students can perform the scripts with or without costumes or props.

RATIONALE:

  • Reader’s theater is a strategy that combines reading (and re-reading) practice and performing. Its goal is to enhance students’ reading skills and confidence by having them practice reading with a purpose. Reader’s theater gives students an authentic reason to read aloud.

OUTCOMES:

  • Re-Reading to Develop Fluency:

Reader’s theater motivates reluctant readers and English language learners, and provides fluent readers the opportunity to explore genre and characterization. Hoopoe Books Reader’s Theater scripts can be used as early as first-grade. Re-reading is a key factor in developing fluency, which is necessary for comprehension. Students don’t even realize they are re-reading as they practice the script.

  • Re-Reading to Develop Understanding:

The value of reader’s theater is increased when used as a strategy for increasing understanding of what is being read. Students also practice reading with expression when they take on the roles in the script.

  • Re-Reading to Develop Voice:

Reader’s theater is a wonderful technique for helping readers learn to read aloud with expression and joy. Performing reader’s theater without props allows the readers to learn that the inflection in their voices needs to provide much of the drama of the story.

TESTIMONIAL:

  • I love watching my English language learners gain more fluency and confidence as they perform the Hoopoe Books Reader’s Theaters,” says educator and I Have a Dream volunteer, Leanne Lockhart. “They love hamming it up and making costumes and scenery too.”

INSTRUCTIONS:

Some students are hams — they just don’t know it until they get up in front of the group. There is no risk in reader’s theater, because no memorization is required. And, there’s opportunity for practice, so struggling readers are not put on the spot.

  • Hand out a photocopied Hoopoe script
  • Assign a part to each child
  • Have her simply read the script aloud and act it out. That’s all you have to do.

“Magic” occurs when the students get to be on stage — even if that stage is the floor of the classroom or library. Shy children may blossom, and students develop a strong sense of community.

TIPS:

  • Start slowly so students feel comfortable in the performance mode. Students do not memorize their parts; they always read from their scripts. Provide lots of opportunities for practice.
  • Read the book several times, offering instructional support for new vocabulary, and for understanding the different characters. You can do many other activities with the story to develop understanding before doing the reader’s theater. *A complete set of lesson plans can be found on Hoopoe’s website.
  • Students simply stand or sit in a semicircle or on a stage, if one is available.
  • Model each character’s part and match roles to readers.
  • If you have a larger group than the number of roles, you may have several readers’ theater groups going simultaneously.
  • Work with small groups, not with the entire class, if possible.
  • You might invite families or caregivers to a presentation, or invite another class to the reader’s theater enactment.
  • You might also video the performance or do a radio podcast.

~May Hoopoe Reader’s Theater enliven your classroom and your students’ lives, as well as cement learning that lasts.

Teacher Lesson Plan

The Hoopoe Teaching-Stories series provides a multicultural program designed to meet the National Standards in Education and guide students towards mastery of the content required by the Common Core State Standards for Language Arts, the California Content Standards in English Language Learners, History/Social Science, and Visual and Performing Arts. These multicultural tales are designed with a wide range of student abilities in mind. Hoopoe Teaching-Stories can be used with: Advanced students, English-language learners, and students with learning disabilities or reading difficulties.

Hoopoe Teaching-Stories prepare students to master the California Reading Common Core State Standards for Language Arts by helping them build skills in reading comprehension, literary response and analysis, and vocabulary development.

Grades K – 2 (PDF): The Silly Chicken GrK-2 lesson plan

Education Standards

Common Core State Standards for ELA – English Language Arts

Grade K: The Silly Chicken ELA alignment

Grade 1: The Silly Chicken ELA alignment

Grade 2: The Silly Chicken ELA alignment

California Content Standard Alignment:

Grade K: The Silly Chicken English Standards

Grade 1: The Silly Chicken English Standards

Grade 2: The Silly Chicken English Standards

Grades K–2: The Silly Chicken English Language Development

Grades K–2: The Silly Chicken History-Social Science

Grade K: The Silly Chicken Visual Arts

Grade 1: The Silly Chicken Visual Arts

Grade 2: The Silly Chicken Visual Arts

WIDA PRIME

Grades K – 2 All 6 Grades K-2 Hoopoe titles have been correlated with the The Protocol for Review of Instructional Materials for English Language Learners (PRIME) through the World-Class Instructional Design and Assessment (WIDA) tool (http://prime.wceruw.org/instructionalMaterials/index.aspx). Click here for a copy of the report.

Resources for the title The Clever Boy and the Terrible, Dangerous Animal

Hoopoe Books Reader’s Theater

Giving Students a Reason to Read, and Re-Read, Aloud

Download the printable instruction here.
Download the printable one-act dramatic play here.
Download the reading skills assessment chart here.

OVERVIEW:

  • The reader’s theater strategy combines students’ desire to perform with their need for oral reading practice. Reader’s theater offers an entertaining and engaging means of improving fluency through repetition, reading with expression, and enhancing comprehension.
  • Reader’s theater is a way to involve students in reading aloud. In reader’s theater, students “perform” by reading the Hoopoe books’ scripts created for this purpose. Students can perform the scripts with or without costumes or props.

RATIONALE:

  • Reader’s theater is a strategy that combines reading (and re-reading) practice and performing. Its goal is to enhance students’ reading skills and confidence by having them practice reading with a purpose. Reader’s theater gives students an authentic reason to read aloud.

OUTCOMES:

  • Re-Reading to Develop Fluency:

Reader’s theater motivates reluctant readers and English language learners, and provides fluent readers the opportunity to explore genre and characterization. Hoopoe Books Reader’s Theater scripts can be used as early as first-grade. Re-reading is a key factor in developing fluency, which is necessary for comprehension. Students don’t even realize they are re-reading as they practice the script.

  • Re-Reading to Develop Understanding:

The value of reader’s theater is increased when used as a strategy for increasing understanding of what is being read. Students also practice reading with expression when they take on the roles in the script.

  • Re-Reading to Develop Voice:

Reader’s theater is a wonderful technique for helping readers learn to read aloud with expression and joy. Performing reader’s theater without props allows the readers to learn that the inflection in their voices needs to provide much of the drama of the story.

TESTIMONIAL:

  • I love watching my English language learners gain more fluency and confidence as they perform the Hoopoe Books Reader’s Theaters,” says educator and I Have a Dream volunteer, Leanne Lockhart. “They love hamming it up and making costumes and scenery too.”

INSTRUCTIONS:

Some students are hams — they just don’t know it until they get up in front of the group. There is no risk in reader’s theater, because no memorization is required. And, there’s opportunity for practice, so struggling readers are not put on the spot.

  • Hand out a photocopied Hoopoe script
  • Assign a part to each child
  • Have her simply read the script aloud and act it out. That’s all you have to do.

“Magic” occurs when the students get to be on stage — even if that stage is the floor of the classroom or library. Shy children may blossom, and students develop a strong sense of community.

TIPS:

  • Start slowly so students feel comfortable in the performance mode. Students do not memorize their parts; they always read from their scripts. Provide lots of opportunities for practice.
  • Read the book several times, offering instructional support for new vocabulary, and for understanding the different characters. You can do many other activities with the story to develop understanding before doing the reader’s theater. *A complete set of lesson plans can be found on Hoopoe’s website.
  • Students simply stand or sit in a semicircle or on a stage, if one is available.
  • Model each character’s part and match roles to readers.
  • If you have a larger group than the number of roles, you may have several readers’ theater groups going simultaneously.
  • Work with small groups, not with the entire class, if possible.
  • You might invite families or caregivers to a presentation, or invite another class to the reader’s theater enactment.
  • You might also video the performance or do a radio podcast.

~May Hoopoe Reader’s Theater enliven your classroom and your students’ lives, as well as cement learning that lasts.

Teacher Lesson Plan

The Hoopoe Teaching-Stories series provides a multicultural program designed to meet the National Standards in Education and guide students towards mastery of the content required by the Common Core State Standards for Language Arts, the California Content Standards in English Language Learners, History/Social Science, and Visual and Performing Arts. These multicultural tales are designed with a wide range of student abilities in mind. Hoopoe Teaching-Stories can be used with: Advanced students, English-language learners, and students with learning disabilities or reading difficulties.

Hoopoe Teaching-Stories prepare students to master the California Reading Common Core State Standards for Language Arts by helping them build skills in reading comprehension, literary response and analysis, and vocabulary development.

Grades K–2 (PDF): The Clever Boy and the Terrible, Dangerous Animal GrK-2 lesson plan

Resources for the title The Old Woman and The Eagle

Hoopoe Books Reader’s Theater

Giving Students a Reason to Read, and Re-Read, Aloud

Download the printable instruction here.
Download the printable one-act dramatic play here.
Download the reading skills assessment chart here.

OVERVIEW:

  • The reader’s theater strategy combines students’ desire to perform with their need for oral reading practice. Reader’s theater offers an entertaining and engaging means of improving fluency through repetition, reading with expression, and enhancing comprehension.
  • Reader’s theater is a way to involve students in reading aloud. In reader’s theater, students “perform” by reading the Hoopoe books’ scripts created for this purpose. Students can perform the scripts with or without costumes or props.

RATIONALE:

  • Reader’s theater is a strategy that combines reading (and re-reading) practice and performing. Its goal is to enhance students’ reading skills and confidence by having them practice reading with a purpose. Reader’s theater gives students an authentic reason to read aloud.

OUTCOMES:

  • Re-Reading to Develop Fluency:

Reader’s theater motivates reluctant readers and English language learners, and provides fluent readers the opportunity to explore genre and characterization. Hoopoe Books Reader’s Theater scripts can be used as early as first-grade. Re-reading is a key factor in developing fluency, which is necessary for comprehension. Students don’t even realize they are re-reading as they practice the script.

  • Re-Reading to Develop Understanding:

The value of reader’s theater is increased when used as a strategy for increasing understanding of what is being read. Students also practice reading with expression when they take on the roles in the script.

  • Re-Reading to Develop Voice:

Reader’s theater is a wonderful technique for helping readers learn to read aloud with expression and joy. Performing reader’s theater without props allows the readers to learn that the inflection in their voices needs to provide much of the drama of the story.

TESTIMONIAL:

  • I love watching my English language learners gain more fluency and confidence as they perform the Hoopoe Books Reader’s Theaters,” says educator and I Have a Dream volunteer, Leanne Lockhart. “They love hamming it up and making costumes and scenery too.”

INSTRUCTIONS:

Some students are hams — they just don’t know it until they get up in front of the group. There is no risk in reader’s theater, because no memorization is required. And, there’s opportunity for practice, so struggling readers are not put on the spot.

  • Hand out a photocopied Hoopoe script
  • Assign a part to each child
  • Have her simply read the script aloud and act it out. That’s all you have to do.

“Magic” occurs when the students get to be on stage — even if that stage is the floor of the classroom or library. Shy children may blossom, and students develop a strong sense of community.

TIPS:

  • Start slowly so students feel comfortable in the performance mode. Students do not memorize their parts; they always read from their scripts. Provide lots of opportunities for practice.
  • Read the book several times, offering instructional support for new vocabulary, and for understanding the different characters. You can do many other activities with the story to develop understanding before doing the reader’s theater. *A complete set of lesson plans can be found on Hoopoe’s website.
  • Students simply stand or sit in a semicircle or on a stage, if one is available.
  • Model each character’s part and match roles to readers.
  • If you have a larger group than the number of roles, you may have several readers’ theater groups going simultaneously.
  • Work with small groups, not with the entire class, if possible.
  • You might invite families or caregivers to a presentation, or invite another class to the reader’s theater enactment.
  • You might also video the performance or do a radio podcast.

~May Hoopoe Reader’s Theater enliven your classroom and your students’ lives, as well as cement learning that lasts.

Teacher Lesson Plan

The Hoopoe Teaching-Stories series provides a multicultural program designed to meet the National Standards in Education and guide students towards mastery of the content required by the Common Core State Standards for Language Arts, the California Content Standards in English Language Learners, History/Social Science, and Visual and Performing Arts. These multicultural tales are designed with a wide range of student abilities in mind. Hoopoe Teaching-Stories can be used with: Advanced students, English-language learners, and students with learning disabilities or reading difficulties. Hoopoe Teaching-Stories prepare students to master the California Reading Common Core State Standards for Language Arts by helping them build skills in reading comprehension, literary response and analysis, and vocabulary development.

Grades K–2 (PDF): The Old Woman and The Eagle GrK-2 lesson plan

Education Standards

Common Core State Standards for ELA – English Language Arts

Grade K: The Old Woman and The Eagle ELA alignment

Grade 1: The Old Woman and The Eagle ELA alignment

Grade 2: The Old Woman and The Eagle ELA alignment

California Content Standard Alignment:

Grade K: The Old Woman and The Eagle English Standards

Grade 1: The Old Woman and The Eagle English Standards

Grade 2: The Old Woman and The Eagle English Standards

Grades K–2: The Old Woman and The Eagle English Language Development

Grades K–2: The Old Woman and The Eagle History-Social Science

Grade K:  The Old Woman and The Eagle Visual Arts

Grade 1: The Old Woman and The Eagle Visual Arts

Grade 2: The Old Woman and The Eagle Visual Arts

WIDA PRIME

Grades K – 2 All 6 Grades K-2 Hoopoe titles have been correlated with the The Protocol for Review of Instructional Materials for English Language Learners (PRIME) through the World-Class Instructional Design and Assessment (WIDA) tool (http://prime.wceruw.org/instructionalMaterials/index.aspx). Click here for a copy of the report.

Resources for the title The Man and the Fox

Hoopoe Books Reader’s Theater

Giving Students a Reason to Read, and Re-Read, Aloud

Download the printable instruction here.
Download the printable one-act dramatic play here.
Download the reading skills assessment chart here.

OVERVIEW:

  • The reader’s theater strategy combines students’ desire to perform with their need for oral reading practice. Reader’s theater offers an entertaining and engaging means of improving fluency through repetition, reading with expression, and enhancing comprehension.
  • Reader’s theater is a way to involve students in reading aloud. In reader’s theater, students “perform” by reading the Hoopoe books’ scripts created for this purpose. Students can perform the scripts with or without costumes or props.

RATIONALE:

  • Reader’s theater is a strategy that combines reading (and re-reading) practice and performing. Its goal is to enhance students’ reading skills and confidence by having them practice reading with a purpose. Reader’s theater gives students an authentic reason to read aloud.

OUTCOMES:

  • Re-Reading to Develop Fluency:

Reader’s theater motivates reluctant readers and English language learners, and provides fluent readers the opportunity to explore genre and characterization. Hoopoe Books Reader’s Theater scripts can be used as early as first-grade. Re-reading is a key factor in developing fluency, which is necessary for comprehension. Students don’t even realize they are re-reading as they practice the script.

  • Re-Reading to Develop Understanding:

The value of reader’s theater is increased when used as a strategy for increasing understanding of what is being read. Students also practice reading with expression when they take on the roles in the script.

  • Re-Reading to Develop Voice:

Reader’s theater is a wonderful technique for helping readers learn to read aloud with expression and joy. Performing reader’s theater without props allows the readers to learn that the inflection in their voices needs to provide much of the drama of the story.

TESTIMONIAL:

  • I love watching my English language learners gain more fluency and confidence as they perform the Hoopoe Books Reader’s Theaters,” says educator and I Have a Dream volunteer, Leanne Lockhart. “They love hamming it up and making costumes and scenery too.”

INSTRUCTIONS:

Some students are hams — they just don’t know it until they get up in front of the group. There is no risk in reader’s theater, because no memorization is required. And, there’s opportunity for practice, so struggling readers are not put on the spot.

  • Hand out a photocopied Hoopoe script
  • Assign a part to each child
  • Have her simply read the script aloud and act it out. That’s all you have to do.

“Magic” occurs when the students get to be on stage — even if that stage is the floor of the classroom or library. Shy children may blossom, and students develop a strong sense of community.

TIPS:

  • Start slowly so students feel comfortable in the performance mode. Students do not memorize their parts; they always read from their scripts. Provide lots of opportunities for practice.
  • Read the book several times, offering instructional support for new vocabulary, and for understanding the different characters. You can do many other activities with the story to develop understanding before doing the reader’s theater. *A complete set of lesson plans can be found on Hoopoe’s website.
  • Students simply stand or sit in a semicircle or on a stage, if one is available.
  • Model each character’s part and match roles to readers.
  • If you have a larger group than the number of roles, you may have several readers’ theater groups going simultaneously.
  • Work with small groups, not with the entire class, if possible.
  • You might invite families or caregivers to a presentation, or invite another class to the reader’s theater enactment.
  • You might also video the performance or do a radio podcast.

~May Hoopoe Reader’s Theater enliven your classroom and your students’ lives, as well as cement learning that lasts.

Teacher Lesson Plan

The Hoopoe Teaching-Stories series provides a multicultural program designed to meet the National Standards in Education and guide students towards mastery of the content required by the Common Core State Standards for Language Arts, the California Content Standards in English Language Learners, History/Social Science, and Visual and Performing Arts. These multicultural tales are designed with a wide range of student abilities in mind. Hoopoe Teaching-Stories can be used with: Advanced students, English-language learners, and students with learning disabilities or reading difficulties.

Hoopoe Teaching-Stories prepare students to master the California Reading Common Core State Standards for Language Arts by helping them build skills in reading comprehension, literary response and analysis, and vocabulary development.

Grades K–2 (PDF): The Man and the Fox GrK-2 lesson plan

Education Standards

Common Core State Standards for ELA – English Language Arts

Grade K: The Man and the Fox grade K ELA alignment

Grade 1: The Man and the Fox grade 1 ELA alignment

Grade 2: The Man and the Fox grade 2 ELA alignment

California Content Standard Alignment:

Grade K: The Man and the Fox English Standards

Grade 1: The Man and the Fox English Standards

Grade 2: The Man and the Fox English Standards

Grades K–2: The Man and the Fox English Language Development

Grades K–2: The Man and the Fox History-Social Science

Grade K: The Man and the Fox Visual Arts

Grade 1: The Man and the Fox Visual Arts

Grade 2: The Man and the Fox Visual Arts

WIDA PRIME

Grades K – 2 All 6 Grades K-2 Hoopoe titles have been correlated with the The Protocol for Review of Instructional Materials for English Language Learners (PRIME) through the World-Class Instructional Design and Assessment (WIDA) tool (http://prime.wceruw.org/instructionalMaterials/index.aspx). Click here for a copy of the report.

Resources for the title The Man with Bad Manners

Hoopoe Books Reader’s Theater

Giving Students a Reason to Read, and Re-Read, Aloud

Download the printable instruction here.
Download the printable one-act dramatic play here.
Download the reading skills assessment chart here.

OVERVIEW:

  • The reader’s theater strategy combines students’ desire to perform with their need for oral reading practice. Reader’s theater offers an entertaining and engaging means of improving fluency through repetition, reading with expression, and enhancing comprehension.
  • Reader’s theater is a way to involve students in reading aloud. In reader’s theater, students “perform” by reading the Hoopoe books’ scripts created for this purpose. Students can perform the scripts with or without costumes or props.

RATIONALE:

  • Reader’s theater is a strategy that combines reading (and re-reading) practice and performing. Its goal is to enhance students’ reading skills and confidence by having them practice reading with a purpose. Reader’s theater gives students an authentic reason to read aloud.

OUTCOMES:

  • Re-Reading to Develop Fluency:

Reader’s theater motivates reluctant readers and English language learners, and provides fluent readers the opportunity to explore genre and characterization. Hoopoe Books Reader’s Theater scripts can be used as early as first-grade. Re-reading is a key factor in developing fluency, which is necessary for comprehension. Students don’t even realize they are re-reading as they practice the script.

  • Re-Reading to Develop Understanding:

The value of reader’s theater is increased when used as a strategy for increasing understanding of what is being read. Students also practice reading with expression when they take on the roles in the script.

  • Re-Reading to Develop Voice:

Reader’s theater is a wonderful technique for helping readers learn to read aloud with expression and joy. Performing reader’s theater without props allows the readers to learn that the inflection in their voices needs to provide much of the drama of the story.

TESTIMONIAL:

  • I love watching my English language learners gain more fluency and confidence as they perform the Hoopoe Books Reader’s Theaters,” says educator and I Have a Dream volunteer, Leanne Lockhart. “They love hamming it up and making costumes and scenery too.”

INSTRUCTIONS:

Some students are hams — they just don’t know it until they get up in front of the group. There is no risk in reader’s theater, because no memorization is required. And, there’s opportunity for practice, so struggling readers are not put on the spot.

  • Hand out a photocopied Hoopoe script
  • Assign a part to each child
  • Have her simply read the script aloud and act it out. That’s all you have to do.

“Magic” occurs when the students get to be on stage — even if that stage is the floor of the classroom or library. Shy children may blossom, and students develop a strong sense of community.

TIPS:

  • Start slowly so students feel comfortable in the performance mode. Students do not memorize their parts; they always read from their scripts. Provide lots of opportunities for practice.
  • Read the book several times, offering instructional support for new vocabulary, and for understanding the different characters. You can do many other activities with the story to develop understanding before doing the reader’s theater. *A complete set of lesson plans can be found on Hoopoe’s website.
  • Students simply stand or sit in a semicircle or on a stage, if one is available.
  • Model each character’s part and match roles to readers.
  • If you have a larger group than the number of roles, you may have several readers’ theater groups going simultaneously.
  • Work with small groups, not with the entire class, if possible.
  • You might invite families or caregivers to a presentation, or invite another class to the reader’s theater enactment.
  • You might also video the performance or do a radio podcast.

~May Hoopoe Reader’s Theater enliven your classroom and your students’ lives, as well as cement learning that lasts.

Teacher Lesson Plan

The Hoopoe Teaching-Stories series provides a multicultural program designed to meet the National Standards in Education and guide students towards mastery of the content required by the Common Core State Standards for Language Arts, the California Content Standards in English Language Learners, History/Social Science, and Visual and Performing Arts. These multicultural tales are designed with a wide range of student abilities in mind. Hoopoe Teaching-Stories can be used with: Advanced students, English-language learners, and students with learning disabilities or reading difficulties.

Hoopoe Teaching-Stories prepare students to master the California Reading Common Core State Standards for Language Arts by helping them build skills in reading comprehension, literary response and analysis, and vocabulary development.

Grades K–2 (PDF): The Man with Bad Manners GrK-2 lesson plan

Education Standards

Common Core State Standards for ELA – English Language Arts

Grade K: The Man with Bad Manners ELA alignment

Grade 1: The Man with Bad Manners ELA alignment

Grade 2: The Man with Bad Manners ELA alignment

California Content Standard Alignment:

Grade K: The Man with Bad Manners English Standards

Grade 1: The Man with Bad Manners English Standards

Grade 2: The Man with Bad Manners English Standards

Grades K–2: The Man with Bad Manners English Language Development

Grades K–2: The Man with Bad Manners History-Social Science

Grade K: The Man with Bad Manners Visual Arts

Grade 1: The Man with Bad Manners Visual Arts

Grade 2: The Man with Bad Manners Visual Arts

WIDA PRIME

Grades K – 2 All 6 Grades K-2 Hoopoe titles have been correlated with the The Protocol for Review of Instructional Materials for English Language Learners (PRIME) through the World-Class Instructional Design and Assessment (WIDA) tool (http://prime.wceruw.org/instructionalMaterials/index.aspx). Click here for a copy of the report.

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