State Standards
Playbooks® are edited and leveled by credentialed teachers, providing dynamic and effective integration with today’s classroom that meet numerous state standards. Teachers find that the Playbook® format augments their existing instructional materials in a manner that allows children to increase skills while having fun. Readers Theater Research
Research on Reader’s Theater
Educators and researchers have been investigating new instructional approaches to address the problems of struggling readers in today's classrooms. The U.S. Department of Education has identified strategies to help students become more fluent readers. Playbooks® employ all of these strategies. Playbooks® are edited and leveled by credentialed teachers, providing dynamic and effective integration with today’s classroom. Readers Theater Research
Adoption Lists
Playbooks are included on a number of state adoption lists with new ones being added as adoption cycles come up. Reader’s Theater and Playbooks are typically found under supplementary materials for Language Arts.
Vendor Approval
Some school districts require suppliers to apply for a vendor number by submitting information. The following link provides a copy of our Sole Source Letter and W-9 for Playbooks, Inc. www.playbooks.com/schools/VendorRequest.pdf
ESL/ELD/ELL - English Language Learners
The Playbook® reading aloud interactive structure inherently lends itself to Second Language Learning (ESL/ELD). During a Playbooks® Reader’s Theater session, students hear the flow and rhythm of the spoken language and can make the connection between the oral and written forms. The multi-leveling of the story provides for modeling higher level text and vocabulary to medium and low level readers.
Special Education
Repeated reading of familiar text may result in more accurate, meaningful reading while promoting fluency because of the oral performance aspect of the reading. Drama also invokes higher order thinking, problem-solving and language skills.
Accelerated Students
Advanced students have as much to gain with Reader's Theater as average or struggling students. Because struggling students tend to have a better aptitude for creative and dramatic expression while reading, advanced readers are exposed to this and learn to become more expressive in their reading.
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Teacher’s Guide
Our Teacher’s Guide provides valuable information for successful implementation of a Reader’s Theater program into your Language Arts curriculum. www.playbooks.com/schools/teacherguide.pdf
Cross-Curricular Supplements and Assessment Tools
Because classroom instruction time is so valuable, we have created supplements that build on the story themes and address the content areas of Mathematics, Science, Language Arts, Health and Social Studies. Stories also address themes in Character Development, Myths and Fairy Tales.
Implementation Video
This short video shows you the Playbook® method of using Reader’s Theater in the classroom. It is also available free on DVD or VHS format. Click to watch Implementation Video
There is also a short video to show students that helps guide them in expressive reading and understanding our unique text format. Click to watch Part 2 of Implementation Video for Students
Recommended Reader Assignments
Because you will use your Playbooks® Reader’s Theater stories over and over, and year after year, we have included a link so you can make additional copies of the Reader Assignment sheets for each story. www.playbooks.com/rra.htm
Reading Level Test
If you are unsure of the student's reading level, click the link below to a quick, 2-minute reading test to assess their Playbook® reading level. (Click here)
Award Certificates
www.playbooks.com/schools/award/certificate.htm
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“Some students who are shy during regular reading time really showed their creativity during Reader’s Theater. All my students were engaged and motivated to read.”
Martha, 3rd Grade Teacher
“I thought my low, non-readers did a fantastic job! Also, a student who never smiles had a big smile on her face! I wanted to hear each group read. As I did, I noticed that each group was made up of high, medium and low readers. We had a role model in each group which was a great idea.”
Christy, 3rd Grade Teacher |
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