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Day FiveAssess and ReflectAfter all groups have completed their performance, use the followingself-assessment activity to help students reflect on their performance, identifyhow they have improved as readers and performers, and determine whatthey will focus on as they participate in future reader’s theater experiencesthroughout the year.Draw a three-column reflection chart on chart paper. Include a column forReflection Questions and columns to answer Yes or No in response. Use thefollowing questions to guide the group’s assessment of their performance, oruse the Reader’s Theater Self-Assessment (BLM 4). Place a check mark in theappropriate column, noting their responses.• Did we make our reading sound smooth like talking?• Did we make our characters sound and feel like real people withfeelings?• Did we act out our parts with our voices and body language?• Were our parts at “just right” reading levels?• Did we practice our reading many times before performing?• Did we come to a full stop at end punctuation marks to supportlisteners’ understanding of the script?Connect and transfer. Discuss ways to improve future performances basedon the self-assessment and reflections.Small-Group Reading Instruction (60 m i n u t e s)Use the small-group reading time to continue students’ performances ofBaby Animals.After all groups have performed, use the Assess and Reflect activity above.BLM 4NameBenchmark Literacy • Grade K • Unit 3/Week 3Reader’s Theater Self-Assessment (BLM 4)Support Participation of ELLsBeginningAllow beginning ELLs to participateas active listeners by using gesturesto demonstrate the Blue group linesthroughout the performance.Intermediate and AdvancedGroup ELLs with more fluent readers tochoral-read their part in the script.Assessment TipDuring student performances, recordanecdotal notes that focus on howstudents are developing fluency skills andhow they are meeting performer andaudience member expectations.DateReader’s Theater Self-AssessmentDirections: Answer each question by coloring the face that bestshows how you feel about your reading.1. Did my reading sound like talking?s S ß2. Did I use my voice to show the character’s feelings?s S ß3. Did I say the lines like the character would say them?s S ß4. Did I use the punctuation marks to help me know how to saythe words?s S ß5. Did I read with a good speed?s S ß6. Did I fix my mistakes when I read?s S ß7. Did I act like the character?s S ß8. Did I listen carefully to the other readers?s S ß©2010 Benchmark Education Company, LLCIndividual Student Conferences (10 m i n u t e s)Have students use their self-reflection to show how they would read differentlynext time. Discuss how students plan to apply what they learned to futureperformances and independent reading.Phonics Workshop (20 m i n u t e s)Use the Day 5 instruction provided in StartUp Phonics Skill Bag 4.©2011 Benchmark Education Company, LLC Benchmark Literacy • Grade K • Unit 3/Week 3 15