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The How To's of Informational Text
Transcript of The How To's of Informational Text
Readers Theater has become a popular teaching activity in the elementary grades. In Readers Theater, students stage a dramatic presentation of a text by reading from a script, using intonation gestures, and facial expression to add meaning and interest to the performance.
A simple format of Readers Theater without props, costumes, sets, makes it easy to incorporate into the classroom.
Research has shown the RT can help students develop reading fluency and improve comprehension of the performed text as well as that of new and unpracticed texts. Readers Theater The repeated reading of a script during rehearsals is important in building fluency, or the ability to read text with speed, accuracy, and proper expression. repeated reading also builds confidence and reinforces key concepts and vocabulary related to the topic studied.
Expression, gestures, and interactive nature of the performance make reading a much more enjoyable task and allow even struggling readers to access important information from what might otherwise be difficult text. Readers Theater, Fluency, And Comprehension Readers Theater scripts are available online, but it is also possible to create scripts by modifying texts. this may be done by the teacher in advance or by the students themselves.
Science-themed children's books
Books about a variety of animals
Text should be divided among a narrator, characters
and possibly a chorus.
Special care should be taken to preserve the meaning and original text as possible KWL What I Know, What I Want to Know, What I Learned This strategy asks students to stop at certain intervals in the reading and say something, either out loud to a
partner or in writing, about what has just been read. (During) In its most basic form, it simply asks students to provide some kind of response; i.e., this reminds me of... . I agree/ disagree... I don't get it... . etc.
All students expect to "say something" and are not criticized for irrelevant, shallow, or seemingly irrational responses 1. Students create ( or use a pre-made handout) three (3) columns on their paper
2. During the first phase of the strategy, students scan material to be read and brainstorm about what they know, or think they know, about the main topic.
Record ideas in column K
3. Next, students list what they want to know about the topic in the W column. Encourage students to list interesting questions that come to mind as a result of scanning and identifying what they think they know.
4. Students then read the assigned text with an eye toward answering the questions they have posed.
5. Finally, students identify what they have learned. What I Know What I Want to Know What I Learned (Before)