4
By combining reading selections with elements of performance,
Spotlight on English Reader’s Theater motivates students—sparking
their interest and encouraging them to engage with the text.
• Student Book includes three units with a reading selection as a script that
incorporates narration, character dialogue, and stage directions. Students
“act out” the script by reading aloud, relying on fluent and expressive
reading to tell the story.
• Teacher’s Edition lesson plans include activities for before, during, and
after reading the play, as well as activities involving the literary elements,
content-area connection, arts and crafts, and the writing process.
• Audio CD includes songs and music to help engage students.
• Convenient BLM CD includes scripts, character and prop lists, lyrics and
sheet music for songs, and more.
Spotlight on English
Reader’s Theater Program (K–6)
Improve your emerging and struggling readers’ fluency through theater
and role-play
SKILLS MATCH:
Vocabulary Development, Oral Language
Development, Reading Comprehension, Fluency Practice
16
Narrator 1:
Raúl stoppedat the kitchendoor.
Raúl:
Dad, I’mnot reallyhungryafterall. Iwant to go outside
andpracticemy swing.
Dad:
Raúl, I really think you should eatbreakfast.You’re going
toneedall the energy you can get.
Raúl:
No, I’llbefine.
Dad:
I’mnot so sureabout that.Remember lastweek’s game?
8
Healthand Lifestyle
Active Reading Questioning
Strategies
READING
COMPREHENSION
Developing
X
Recall
WhydoesRaúlwant to skip breakfast?
Remind students that recall questions ask
them about something they have just read in
the text.
Expanding
X
Comparing andContrasting
How isDad’s
view of breakfastdifferent fromRaúl’s?
Explain to students that comparing is
telling how two ormore things, events,
or characters are alike, and contrasting is
telling how two ormore things, events, or
characters are different.
More Complex
X
Making Inferences
WhymightDadwant
Raúl to thinkabout lastweek’s game?
Remind students thatwhen theymake
inferences, they use clues from the text
andwhat they already know to figure out
something that is not directly stated or
explained.
Unit 1
Health and Lifestyle
3/14/12 11:56AM
17
Active Reading Questioning
Strategies
READING
COMPREHENSION
Developing
X
Recall
HowdidRaúl start feeling in the third
inning?
Expanding
X
Main Idea andDetails
Whatdetails support
the idea thatRaúlwas tired?
Explain to
students that themain idea is themost
important point the authormakes in a
story or paragraph. In order to support
themain idea, authors use details in other
sentences thatmay describe, give reasons
and definitions, and provide other types of
information.Here, two details that support
the idea that Raúl is tired are “His feet began
to feel like steelweights” and “His bat felt
like a ton of bricks.”
More Complex
X
Sequence
What eventshappened in the
fourth inning?Use thewords
first, next
,
and
last
to tell the events
. Explain to students that
sequence questions ask about the order of
events in a story or a scene.
Narrator 1:
Raúl thoughtback to lastweek’s game.
Narrator2:
Heplayedwell in thefirst few innings.
Narrator1:
Buthedidnotplayaswell in later innings.
Narrator2:
Raúl started feeling tiredby thebottom of the third inning.
Narrator 1:
His feetbegan to feel like steelweights.Hisbat felt likea
ton ofbricks.
Narrator 2:
During the fourth inning,Raúlwas caught ina run-down.
He ranbackand forthbetweenfirstand secondbase.
Narrator 1:
Soon,Raúl couldn’t runanymoreandhe got tagged out.
Hewalkedback to thedugoutwithhisheadhung low.
9
Healthand Lifestyle
Health and Lifestyle
Unit 1
3/14/12 11:56AM
READER’S
THEATER
Classroom Kit
20 Student Books, 1 Teacher’s Edition with Audio CD and
Blackline Master CD
Level K 978-1-61435-671-4
$318.95
Level 1 978-1-61435-672-1
$318.95
Level 2 978-161435-673-8
$318.95
Level 3 978-1-61435-674-5
$318.95
Level 4 978-1-61435-675-2
$318.95
Level 5 978-1-61435-676-9
$318.95
1,2,3 5,6,7,8