Keywords

informational text, readers theatre, nonfiction, standards

Abstract

Learning with informational texts doesn’t need to be restricted to the recall of information and facts; instead, challenging students to interpret and present their findings in the form of readers theatre performances requires the application of synthesis and analysis skills. This article frames informational texts and readers theatre as complimentary approaches that, when used together, address the demands of the reading, presenting, and writing standards of 21st century English language arts classrooms while also providing opportunities for students to write creativity. Through an example based on a student-directed inquiry of the 1911 Triangle Shirtwaist Factory Fire, the authors present an in-depth discussion exploring how teachers can invite students to critically informational text sets, synthesize findings, and write their own expository and narrative readers theatre scripts that convey their findings. Using informational texts to explore questions associated with literature and inviting students to present their ideas through readers theatre productions offers a new and innovative way to engage students in critical analysis of informational texts as well as the kinds of writing demanded by the standards.

Original Publication Citation

“Blending Informational Texts and Readers Theatre to Promote Authentic Inquiry.” English in Texas 44.1 (2014): 9-14. (with Terrell Young)

Document Type

Peer-Reviewed Article

Publication Date

2014

Publisher

English in Texas

Language

English

College

Humanities

Department

English

University Standing at Time of Publication

Associate Professor

Download

Share

COinS