At the risk of sounding a bit commercial, Iike to point whoever might be interested to a website I developed for myself-- www.timrasinski.com
At this website, if you click on "Presentation Materials" you will find my handouts from my recent presentations and workshops. Also, there are some sample readers theater scripts I and fellow teachers have developed. Word ladders, sources for readers theater, song lyrics and other materials are there as well... all free. Hope you find some of this helpful. Best wishes, tim rasinski At 09:31 AM 5/28/2007 -0700, you wrote: >Terry, > >You say that your students work on Reader's Theater fifteen minutes a >day when they arrive. Could you tell us what other work they are doing >in reading? For example, are you working from a particular reading >program? If so, are you mandated to use it a certain way? What kinds of >things are you required to do, and what things do you do on your own? >What does a typical literacy block look like in your classroom? > >Renee > >On May 27, 2007, at 5:35 PM, [EMAIL PROTECTED] wrote: > > > > > I have found this conversation so interesting. I was one of the lucky > > participants who saw Tim Rasinski last summer at the Georgia Reading > > and Writing Conference and I was convinced to try some strategies he > > had presented. Before that time I had used Reader's Theater to help > > with fluency, but after hearing him speak I knew I had to be > > consistent. This year it became consistent, and EVERY student made > > gains in their rate as measured by DIBELS. That is enough for me to > > know I will continue to use it as I did this year. On Monday, students > > came in and found a new script (plays, poems, speeches, etc) on their > > desk and put it into their binder. Their morning work was to practice > > with their group, about 15 minutes each day. On Friday they performed. > > Yes, they increased in rate....but they also improved in fluency. I > > LOVED to listen to them read, they began to see the importance of > > expression, to pay attention to punctuation, to think about the > > meaning and adjust accordingly. > > > > I was disheartened when we looked at DIBEL scores and was told that > > the instruction was not effective because students did not meet the > > benchmark. But I still disagree, it was effective. They did make gains > > in rate, every student, and more importantly made the gains I > > mentioned above. I do believe in this strategy and will use it again. > > > > Also, they loved to perform, they became more confident, and they > > understood fluency's importance. Each time they performed they also > > made comments to the students, pointing out the things they did well, > > and they noticed the gains of specific students. I am saving all the > > sites listed here for next year. I also purchased some of the books > > from Benchmark with a grant I received. I see they have some new ones > > with speeches and other genres. I am hoping to order more. > > > > So glad to see Tim Rasinski post here, if you have not heard him > > speak, and have the opportunity, GO! > > > > Thanks, > > > > Terry/Fl/2,3 Loop"Learning isn't a means to an end; it is an end in > > itself." >~ Robert A. Heinlein > > > >_______________________________________________ >Mosaic mailing list >[email protected] >To unsubscribe or modify your membership please go to >http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > >Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Timothy Rasinski, Ph.D. Reading and Writing Center 404 White Hall Kent State University Kent, OH 44242 email: [EMAIL PROTECTED] Phone: 330-672-0649 Cell: 330-962-6251 Fax: 330-672-2025 Informational website: www.timrasinski.com Professional Development DVD: http://www.roadtocomprehension.com/ _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
