English Language Arts Grade 3
Reading: Foundational Skills Standard 4 b.
4 class periods of 15 minutes each
Students will work together to prepare and perform a Readers Theatre using classic Dr. Seuss stories.
Teachers should read the stories to themselves prior to presenting this activity. This will enable the teacher to assign parts according to ability, gender, and dramatic tendencies of the students.
The teacher should read at least two of the pieces aloud to the group. This will allow the students to observe fluency, voice, and expression being modeled appropriately.
Groups need to be mixed so that there is at least one fluent reader in each group.
Students need to have had the experience of listening and participating in read aloud activities. They will be more successful if they have had multiple opportunities for listening to fluent expressive reading by the teacher.
Students will demonstrate the ability to read grade level text in meaningful phrases using intonation, expression, and punctuation cues.
Assign parts according to reading levels. Struggling readers can be assigned the most dramatic parts. This can build their enthusiasm for reading and help them concentrate on reading for meaning. ESL students can be assigned smaller parts so they will still be involved but not overwhelmed.
Students may prepare simple props or name tags to enhance their presentation. Gifted students may want to write their own readers theatre by adapting well known fairy tales. Struggling students can use simpler texts.
The teacher will assess student performance by observing their presentation to the class. Areas for assessment are fluency, voice, and expression, and cooperation.
Dr. Seuss Short Stories: