B E N C H M A R K E D U C A T I O N C O M P A N Y

Learning ObjectivesLISTENING/SPEAKING• Participate in repeated readings, conversations,and discussions

• Present dramatic interpretations of scripts

COMPREHENSION• Use prior knowledge to anticipate meaning andmake sense of texts

• Respond through talk, movement, music, art,drama, and writing to a variety of topics

• Make text-to-self connections• Visualize• Make predictions

FLUENCY• Build fluency through repeated readings• Use expression to reflect understanding andinterpretation of the text

VOCABULARY• Increase concept vocabulary through interactionwith texts

• Increase sight vocabulary to improve fluency andcomprehension

T E AC H E R’ S G U I D E

Developmental Reading Stages Student Reading Characteristics

Pre-emergent • Attends to pictures when reading• Identifies parts of a book (front, back)• Copies repetitive language structures• Finds meaning in pictures and text-to-selfconnections rather than in the print

• Notices that letters have different sounds

Emergent • Developing concepts about print• Relies on direct text-to-picture support for cross-checking and monitoring

• Reads predictable language patterns• Beginning to recognize basic sight words• Recognizes the link between known letters andrelated sounds

Week at a GlanceDay One: Introduce the Script

Day Two: Echo-Read the Script

Day Three: Choral-Read the Script

Day Four: Rehearse the Script

Day Five: Perform, Assess, Reflect

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©2009 Benchmark Education Company, LLC. All rights reserved. No part of the guide may be reproduced or transmitted in whole or in part in any form or by anymeans, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-60634-999-1

Build Content Vocabulary• Open the book to “My Picture Words” onpage 2.• Ask:What do you see in each picture?• Have students name each picture. Providesupport where needed.• Talk about the meaning of each word.• Have students use each word in a sentence.

Build Sight Word Vocabulary• Open the book to “My Sight Words” onpage 3. • Ask: Can you find any words you know?• Turn to page 4 and read aloud each groupof sentences, pointing to each word.• Write the list of sight words used in the texton the chalkboard, or use the E-ResourcesCD-ROM to display the list of words on awhiteboard.• Have the students practice reading the listchorally several times before reading thescript.

Build Fluency: Read Together• Point to each sentence group on pages 4, 6,8, and 10, and read the text aloud together.• Ask:Who can read a sentence aloud?• Encourage students to come up to the lapbook on the easel or the whiteboard, andpoint to the words as they read. Offer support as necessary.

Day One

Introduce the Script

Build Concepts About Print• Display the lap book on an easel or usethe E-Resources CD-ROM to display thebook on a whiteboard.

• Say: Look at the cover. Does the coverremind you of someone you know? A placeyou have been? Another book you haveread?• Ask:What do you think the book willbe about? What can you predict about thesetting of the book? The characters?• Read the title.• Ask:Where is the title of this book?• Read the name of the author.• Ask:Who can find the author’s name?• Open the book.• Ask:Where is the top of the page? Where is the bottom of the page?• Ask:Where do you start reading on this page? Where do you stop reading on this page?

Build Comprehension: Make Predictions• Show the photo on the inside front coverof the book.• Say: Look at the photograph. What can you see?• Ask:What can you predict about the book now?• Turn to page 4 and ask:Where is the top ofthe page? Where is the bottom of the page?Where do I start reading? Where do I stopreading?• Read the text aloud or play the modeledreading on the audio CD as you turn thepages. Encourage students to use thepictures to make meanings and formmental images in their minds. • Ask: Does the book make you think ofsomeone you know? A place you havebeen? Does it make you think of anotherbook you have read?• Ask: How does the book make you feel?

There are four to six sight words onpage 3 of each book.

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Day Two Day Three

Echo-Read the Script

Build Fluency: Echo-Reading• Display the lap book on an easel or use theE-Resources CD-ROM to display the bookon a whiteboard.• Explain that you will model fluent reading.As you read, invite students to listen to howyou read the text. Have students listen forhow smoothly you read, how your voiceinflection changes as you read, and how youuse punctuation to guide your voice to readexpressively.• Explain that a script is written in dialogue,which means that people say all the wordsout loud, like people talking or actorsacting.• Open the book to page 4. Read onesentence at a time.• Have students echo (repeat) each sentenceafter you. Point out changes in expressionand voice intonation. • Repeat echo-reading of pages 4, 6, 8, 10, and 12 until students are familiar with thelanguage patterns of the text.

Echo-Reading Checklist• Point out the rise and fall of the voice duringreading.

• Read a sentence with an exclamation point with astrong, loud voice.

• Read smoothly and in phrased units.• Pause or stop at the end of a sentence with a period.

• Read the text as if you were talking to someone.

Build Comprehension: Retelling• Write the repetitive language patterns foreach group part on sentence strips or usethe E-Resources CD-ROM to display them.• Reread the book by putting the sentencestrips in order in a pocket chart. Havestudents use the rebus picture cards tocomplete the sentences. (Copies can bemade from the E-Resources CD-ROM.)• Cut each sentence strip into individualword cards. Ask students to put thesentences back together again to match the sentences in the book.• Have students find a partner and tell theirfavorite part of the book in their ownwords.

Choral-Read the Script

Build Fluency: Choral-Reading• Revisit the script and choral-read it (together, in unison) as a group. Offer suggestions for expression, voice, and fluent reading.

Assign Roles• Hand out the small-book scripts and assigngroup parts. (Use “Tips for Assigning Rolesto Students” below.)• Discuss with students where their parts arefound in the script (color coding of parts),how their characters would feel, how theirvoices would sound as they read, and thebody language they would use to reflectunderstanding and interpretation of the text.

Repeated Reading of the Script• Reread the script allowing each color groupan opportunity to practice their parts withthe support of the group.

Tips for Assigning Roles to Students• Consider the text difficulty level of each group roleand the beginning characteristics of your students to match known sight words and reading abilities.

• Use the chart on the cover of this guide to note thereading behaviors expected of pre-emergent and emergent readers.

Fluency PromptsBe sure to model, think aloud, and provide guidedand independent practice along with feedback on thefollowing fluency skills:

• Speed and Pacing• Pausing• Inflection and Intonation• Phrasing• Expression

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Rehearse the Script

Build Fluency: Repeated Reading• Choose a grouping from the chart belowand allow sufficient time for repeatedreading and practicing of the assignedgroup parts of the script.• Discuss and model rehearsal expectationsin advance.

Audio CD Checklist1. Explain to students that they will listen tohow a good reader reads aloud, and theywill use the model to improve their ownfluency.

2. Have students listen to the recording asthey follow along in the script.

3. Have students stop at the end of each partand reread using the same pace, phrasing,and intonation as the reader.

4. Have students repeat the reading until theyfeel confident in reading their parts.

Extension ActivityStudents can make their own recordings to documentfluency growth. Share these recordings with parentsbefore adding them to students’ cumulative portfolios.

©2009 Benchmark Education Company, LLC

Perform, Assess, Reflect

Perform the Script• Invite students to perform the script for an audience such as members of the class,students from other classes, school staffmembers, or parents.

Assess and Reflect• Use a piece of chart paper to create athree-column reflection chart. (See sample below.)• Use the questions to guide the group’sassessment of their performance.• Place a check mark in the appropriate column rating their response.

Content ConnectionsExtend learning with hands-on activities thatconnect the scripts to Science, Social Studies, and Math themes. See the Teacher’s Handbook for a list of content connection activities.

Day Four Day Five

MY FIRST READER’S THEATER TEACHER’S GUIDE

Grouping Rehearsal Reading Practice

Color-coded smallgroups with teacher

Choose a small group of students towork with based on the color codingof characters. Allow students toreread the script aloud and practicereading their color-coded part withthe support of the teacher.

Small groups witheach color-codedpart represented

Allow students to revisit the script.First, students should reread the scriptchorally and then practice readingeach of the color-coded parts.

Individual conferencewith teacher

Support individual students throughchoral-reading and echo-reading, and by listening to them read independently. Provide prompting,modeling, and feedback as needed.

Individual practicewith the audio CD

Allow students to practice rereadingthe script along with the audio CD.

Reflection Questions Yes No

1. Did we make our readingsound smooth like talking?

2. Did we act out our partswith our voices and bodylanguage?

3. Did we practice our readingmany times before performing?

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About MeSight Words: am, have, I, like, toPicture Words: read, ride, run, singI am _____.I like to _____.I have a _____.

Adding at the Baseball FieldSight Words: has, have, he, play,she, theyPicture Words: baseballs, bats, caps,glovesHe has _____.She has _____.They have _____.

All Kinds of WeatherSight Words: get, I, my, play, see,thePicture Words: rain, snow, sun, windI see the _____.I get my _____.I play in the _____.

Animals Have PatternsSight Words: and, are, at, has, look,thePicture Words: snakes, stripes, tiger,zebraLook at the _____.The _____ has _____.The _____ are _____ and _____.

At SchoolSight Words: get, go, the, to, wePicture Words: cafeteria, classroom,library, playgroundWe go to the _____.We get _____.We like the _____!

Big or Little?Sight Words: big, have, is, like, little,myPicture Words: bird, cat, dog, fishWe like _____.I have a big _____.My _____ is little.

Birthday PartiesSight Words: have, he, like, she, we, willPicture Words: birthday party, cake,candy, pizzaHe/She is _____.We will have _____.We like the _____.

Community HelpersSight Words: a, he, is, she, the, usPicture Words: doctor, firefighter, police officer, teacherHe is a _____.She is a _____.The _____ help us.

Counting to 10Sight Words: at, have, look, my, youPicture Words: feet, fingers, hands, toesLook at my _____.You have _____._____, _____.

I Like My HomeSight Words: big, do, have, like, my, youPicture Words: apartment, house, houseboat, tentI have a _____.My _____ is big.Do you like my _____?

I Like My TownSight Words: has, here, I, is, like, myPicture Words: house, playground, school, streetMy _____ is here.My _____ has _____.I like my _____.

In the SeaSight Words: is, like, little, see, the, wePicture Words: clam, crab, snail, starfishWe see the _____.The _____ is little.We like the _____.

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It Is Time!Sight Words: at, is, it, we, whatPicture Words: eat, sing, sleep,swimWhat time is it?It is _____.We _____ at _____.

Looking at the SkySight Words: I, look, see, the, up,youPicture Words: clouds, moon, stars,sunLook up!Can you see the _____?Yes. I see the _____.

Numbers in My RoomSight Words: at, have, I, like, look, myPicture Words: bed, chairs, hats,shellsLook at my _____.I like my _____.I have _____.

On the RoadSight Words: go, have, I, in, on,thePicture Words: bus, car, truck,vanI have a _____.I go in my _____.I go on the _____.

Playing in the WaterSight Words: can, has, I, in, see, thePicture Words: fountain, lake, pool,riverI see the _____.The _____ has _____.I can play in the _____.

SpringSight Words: do, like, see, the, yes,youPicture Words: bushes, eggs,flowers, leavesDo you see the _____?Yes. The _____ are _____.I like the _____!

Using My BodySight Words: am, have, help, I, me,myPicture Words: arms, feet, hands,legsI have_____.My _____ help me.I am _____.

We Have CoinsSight Words: a, do, have, we, yes,youPicture Words: dime, nickel, penny,quarterDo you have a _____?Yes! I have a _____.We have a _____, too.

We Like FruitSightWords: do, like, some, we, yes, youPicture Words: apples, cherries,pears, watermelonsDo you like _____?Yes! We like _____.We have some _____.

We Play SportsSight Words: do, like, me, with, yes,youPicture Words: basketball, football,soccer, tennisDo you like _____?Yes. I like _____.Play _____ with me!

We See ShapesSight Words: a, is, see, wePicture Words: circle, rectangle,square, triangleWe see a _____.We see a _____!A _____ is a _____.

With My FamilySight Words: is, my, play, this, we,withPicture Words: brother, dad, mom,sisterThis is my _____.I play with my _____.We like to play.

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At the Tag SaleSight Words: can, have, here, I, is, thePicture Words: dime, nickel, penny, quarterCan I have the _____?The _____ is a _____.Here is a _____!

Baby AnimalsSight Words: come, good, here, I, see, whatPicture Words: bunnies, kittens, lambs, puppiesI see _____.Come here, _____.What good _____!

Bird HomesSight Words: come, do, makes, see,the, youPicture Words: duck, pelican, penguin, swanDo you see the _____?The _____ makes a _____.Come see the _____!

Buildings Around TownSight Words: come, is, new, our, this, toPicture Words: ballpark, firehouse, library, schoolThis is our _____.Our _____ is new.Come to our _____.

Counting InsectsSight Words: do, has, see, the, youPicture Words: ant, butterfly, grasshopper, ladybugDo you see the _____?The _____ has 6 _____.1, 2, 3, 4, 5, 6.

Farm AnimalsSight Words: a, am, eat, I, whoPicture Words: cow, duck, horse, pigI eat _____.Who am I?I am a _____!

Feeding Time at the ZooSight Words: are, at, eat, see, the, wePicture Words: elephant, monkey, polar bear, zebraWe are at the zoo!We see the _____.The _____ eat at _____.

Finding ShapesSight Words: can, find, I, the, yes, youPicture Words: circle, rectangle, square, triangleCan you find the _____?Yes! I can find the _____.The _____ is _____.

Fun With Our FriendsSight Words: a, can, come, our, who, willPicture Words: cookout, friends,lemonade stand, soccer gameWe can have a _____!Who will come?Our _____ will come.

Going PlacesSight Words: did, go, not, to, went, whoPicture Words: beach, park, playground, poolWho went to the _____?We went to the _____!I did not go.

Healthy SnacksSight Words: a, has, he, she, too, wantPicture Words: carrot, cracker, peach, pretzelHe has a _____.She has a _____.I want a _____, too!

I Can Play MusicSight Words: can, for, me, now, play, yesPicture Words: drums, guitar, piano, trumpetI can play the _____.Will you play for me?Yes! I will play now.

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©2009 Benchmark Education Company, LLCMY FIRST READER’S THEATER TEACHER’S GUIDE 847

Look at It Go!Sight Words: can, go, look, make, we whatPicture Words: boat, car, plane, rocketWhat can we make?We can make a _____.Look at the _____ go!

My New ClothesSight Words: have, I, like, my, new, thePicture Words: coat, shirt, sweater, tieI have a _____.I like the _____.My _____ is new.

People at SchoolSight Words: am, here, our, the, who,youPicture Words: bus driver, coach, nurse, teacherWho are you?I am the _____.Our _____ is here!

Plants GrowSight Words: at, can, eat, look, the,wasPicture Words: apple, cucumber, pepper, watermelonLook at the _____.The _____ was a _____.We can eat the _____!

Playing at My HouseSight Words: can, come, have, my,play, toPicture Words: basketball, cars, dolls,gamesCome to my _____.We can play _____.I have _____.

Sorting at My DeskSight Words: are, have, here, I, myPicture Words: crayons, markers, pencils, pensI have _____.My _____ _____ are here.My _____ _____ are here.

Stripes at the BeachSight Words: and, are, at, have, look, thePicture Words: chairs, sails, sandals, umbrellasLook at the _____.The _____ have _____.The _____ are _____ and _____!

Up and DownSight Words: down, go, like, the, up, wePicture Words: ramp, rope, slide, stepsWe go up the _____.We go down the _____.We like the _____!

Vegetables Are Good!Sight Words: are, eat, good, so, some,wantPicture Words: beans, carrots, cucumbers, peppersEat some _____._____ are so good!We want some, too!

Visiting GrandmaSight Words: do, good, is, like, want, youPicture Words: cake, fruit, ice cream,milkDo you want_____?I like _____.The _____ is good!

We See With Our EyesSight Words: have, our, see, the, we, withPicture Words: desert, forest, mountain,waterfallWe have _____.We see with our _____.We see the _____!

What Will You Be?Sight Words: a, be, I, what, will, youPicture Words: builder, doctor, firefighter, pilotWhat will you be?I will be a _____.I will be a _____, too.

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