Teaching Resource Pack
Readers’ Theatre – Teaching Resource Pack
A comprehensive pack of 33 readers’ theatre scripts, catering to a range of age groups and ability levels.
- Introduction to Readers’ Theatre PowerPoint
- Scripts Tracker
- 11 scripts catering to students 6 years and over
- 11 scripts catering to students 8 years and over
- 11 scripts catering to students 10 years and over.
This teaching resource pack includes:
- Introduction to Readers’ Theater PowerPoint
- Readers’ Theater Script – That’s Not My Pet
- Readers’ Theater Script – Lion and the Mouse
- Readers’ Theater Script – Why Bears Have Stumpy Tails
- Readers’ Theater Script – Three Billy Goats Gruff
- Readers’ Theater Script – Grandpa’s Birthday Surprise
- Readers’ Theater Script – Trouble at the Park
- Readers’ Theater Script – Three Little Pigs
- Readers’ Theater Script – Return of the Three Bears
- Readers’ Theater Script – Hare and Tortoise
- Readers’ Theater Script – Hansel and Gretel
- Readers’ Theater Script – Best In Show
- Readers’ Theater Script – Rhyme Time
- Readers’ Theater Script – Perfect Parents
- Readers’ Theater Script – Triple Trouble
- Readers’ Theater Script – Solar Force Five
- Readers’ Theater Script – Josephine
- Readers’ Theater Script – Foiled Robbery
- Readers’ Theater Script – Treasure Map
- Readers’ Theater Script – Pet Rescue
- Readers’ Theater Script – Radio Talk
- Readers’ Theater Script – Muddy Footprint Mystery
- Readers’ Theater Script – My Dad, the Superhero
- Readers’ Theater Script – Game, Set, Match!
- Readers’ Theater Script – Mighty Maree
- Readers’ Theater Script – Science Experiment
- Readers’ Theater Script – 45th Annual Acting Awards
- Readers’ Theater Script – Jesting Archaeologist
- Readers’ Theater Script – Hansel, Gretel and Nancy
- Readers’ Theater Script – Dog Park Days
- Readers’ Theater Script – Creepy Cat Club
- Readers’ Theater – Scripts Tracker
- Readers’ Theater Script – Santa’s Big Blunder
- Readers’ Theater Script – Santa’s Cold
- Readers’ Theater Script – Santa Needs to Share
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NSW Curriculum alignment
- EN1-2A
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
- EN1-4A
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
- EN1-8B
Recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter
- EN1-9B
Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
- EN2-8B
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
- EN3-3A
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
- EN3-7C
Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
- DRAS1.3
Interacts collaboratively to communicate the action of the drama with others.
- DRAS2.4
Responds to, and interprets drama experiences and performances
- DRAS3.1
Develops a range of in-depth and sustained roles.
Victorian Curriculum alignment
- VCADRP019
Present drama that communicates ideas and stories
- VCADRP027
Shape and perform dramatic action using narrative structures and tension in devised and scripted drama
- VCADRP027
Shape and perform dramatic action using narrative structures and tension in devised and scripted drama
- VCADRP031
Perform devised and scripted drama that develops narrative and uses performance styles and design elements to engage an audience
- VCADRP031
Perform devised and scripted drama that develops narrative and uses performance styles and design elements to engage an audience
- VCELY256
Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, r...
- VCELY287
Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanni...
- VCELY318
Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriat...
Australian Curriculum alignment
- ACADRM037
Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stori...
- ACADRM029
Present drama that communicates ideas, including stories from their community, to an audience
- ACADRM033
Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama
- ACELY1659
Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitor...
- ACELY1669
Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, ...
- ACELY1679
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirmi...
- ACELY1691
Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing
- ACELY1702
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
- ACELY1712
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headin...
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These are brilliant! I use them for a grouped guiding reading activity and they are perfect! I love that you have junior, middle and upper.
Comment by Jude McIntyre on March 28, 2017 at 10:28 pm
Thank you for your lovely feedback, Jude! It was a big job, but definitely worth the effort, I think! I hope your students really enjoy the scripts.
Kind regards,
Steph
Official comment by Stephanie (Teach Starter) on March 29, 2017 at 10:54 am
I LOVE THESE!
But I was wondering if there was any comprehension activities that went with these?
Comment by Carly Fitzpatrick on April 3, 2017 at 5:46 pm
Hi Carly,
Thank you for the positive feedback. We haven’t created any specific comprehension activities for these as yet. However, we do have some fantastic generic comprehension resources that could be used with the scripts; these can be downloaded here:
https://www.teachstarter.com/learning-area/literacy/reading/reading-and-comprehension-strategies/
If you would prefer to have some specific comprehension resources for these scripts to be created by our team, you can submit a request here:
Kind regards,
Steph
Official comment by Stephanie (Teach Starter) on April 7, 2017 at 11:32 am
These are great. Do you have any marking guides for drama that align with the Australian curriculum?
Comment by Ashleigh Gassman on August 24, 2017 at 8:15 am
Hi Ashleigh,
Thank you for your positive feedback. We don’t tend to create marking guides; primarily because we are unable to cater to the wide range of assessment and reporting procedures used across schools. I hope you and your students can still benefit from using our wonderful range of Readers’ Theatre scripts.
Kind regards,
Steph
Official comment by Stephanie (Teach Starter) on September 11, 2017 at 2:14 pm
Hello,
These are great! But I have noticed that in ‘The Three Billy Goats Gruff’ there are missing ‘Fs’ in words? I’m not sure if anyone else has noticed this.
Example: Line 3 Little BGG characters “I can see a lovely green ield in the distance, over the bridge.” – missing the F in field
Line 7 Little BGG character “It is the Little Billy Goat Gru…..” – missing the ff in Gruff?
Is this just my computer?
Thanks
Comment by Hayley Fulton on June 17, 2018 at 10:34 am
Hi Hayley, thanks so much for letting us know about this issue. We are in the process of reviewing the resource and will let you know when it is fixed.
Have a great day.
Official comment by Alison Smith on June 26, 2018 at 3:48 pm