Integrating English Language Arts
and Theater
Close Reading Strategy:
Creating a Reader’s Theater
AFB, LK 10-3-13
Common Core Link
A significant body of research links the close reading of
complex text—whether the student is a struggling
reader or advanced—to significant gains in reading
proficiency and finds close reading to be a key
component of college and career readiness.
(Partnership for Assessment of Readiness for College and
Careers, 2011, p. 7)
What Is Close Reading?
Close, analytic reading stresses engaging with a text of
sufficient complexity directly and examining meaning
thoroughly and methodically, encouraging students to
read and reread deliberately.
Directing student attention on the text itself empowers
students to understand the central ideas and key
supporting details.
It also enables students to reflect on the meanings of
individual words and sentences; the order in which
sentences unfold; and the development of ideas over
the course of the text, which ultimately leads students
to arrive at an understanding of the text as a whole.
(PARCC, 2011, p. 7)
Suggested Steps for Close Reading
Step 1:
Teacher sets the purpose for reading. Students do a pre-read of
the text.
Step 4:
Step 3:
Step 2:
Look at key ideas and
details. Get the gist of
the text.
Analyze and determine
the craft and structure
of the text to connect to
the author’s purpose.
AFB, LK 10-3-13
Based on text evidence,
delve into critical
thinking questions
through the use of
rhetorical/literary
devices.
Ladies First
Pamela Purse yelled, "Ladies first,"
Pushing in front of the ice cream line.
Pamela Purse yelled, "Ladies first,"
Grabbing the ketchup at dinner time.
Climbing on the morning bus
She'd shove right by all of us
And there'd be a tiff or a fight or a fuss
When Pamela Purse yelled, "Ladies first."
Pamela Purse screamed, "Ladies first,"
When we went off on our jungle trip.
Pamela Purse said that her thirst was worse
And guzzled our water, every sip.
And when we got grabbed by that wild savage band,
Who tied us together and made us all stand
In a long line in front of the King of the land-A cannibal known as Fry-'Em-Up Dan,
Who sat on his throne in a bib so grand
With a lick on his lips and a fork in his hand,
As he tried to decide who'd be first in the pan-From the back of the line, in that shrill voice of hers,
Pamela Purse yelled, "Ladies first."
Adapting Text to Reader’s Theater
Model the following process to the whole group:
Cross out words that will not be spoken
/
=
A slash between words means to pause
A double underlined word or section means to emphasize
A wiggly line under a word or section means to speak softly
Label speaking roles as Speaker, 1,2, 3, etc.
Chorus means the whole group is speaking.
Ladies First
Pamela Purse yelled, "Ladies first,"
Pushing in front of the ice cream line.
Pamela Purse yelled, "Ladies first,"
Grabbing the ketchup at dinner time.
Climbing on the morning bus
She'd shove right by all of us
And there'd be a tiff or a fight or a fuss
When Pamela Purse yelled, "Ladies first."
Pamela Purse screamed, "Ladies first,"
When we went off on our jungle trip.
Pamela Purse said that her thirst was worse
And guzzled our water, every sip.
And when we got grabbed by that wild savage band,
Who tied us together and made us all stand
In a long line in front of the King of the land-A cannibal known as Fry-'Em-Up Dan,
Who sat on his throne in a bib so grand
With a lick on his lips and a fork in his hand,
As he tried to decide who'd be first in the pan-From the back of the line, in that shrill voice of hers,
Pamela Purse yelled, "Ladies first."
Some Tips For Implementation
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Model the process with ALL
Great UA activity for SOME
Revisit HM reading
Book Club/Literature Circles
Keep it simple with minimal costuming if any
at all. Sentence strips make for great
headbands.