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ELA G5:M1:U3:L12

Performance Task: Readers Theater Second Rehearsal and Performance

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The Foundational Reading and Language Standards Resources Package for Grades 3–5

Use this guide to build additional literacy blocks alongside the module lessons.


Long Term Learning Targets

  • I can adapt my speech for a variety of contexts and tasks, using formal English when appropriate. (SL.5.6)
  • I can recognize the differences between different types of narrative (poetry, drama, or other texts) and their connections to larger concepts such as culture and personal experiences. (W.5.11)

Supporting Targets

Learning TargetsOngoing Assessments
  • I can revise the conclusion of a script for a performance. 
  • I can practice to refine my performance, based on feedback.
  • I can speak clearly and with expression for a performance.
  • I can perform my Readers Theater script for an audience.
  • Group narrative script
  • Readers Theater performance
  • Self-assessment


AgendaTeaching Notes

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time 

A. Group Work: Practicing and Peer Feedback on Our Performance (15 minutes)

B. Performance Task: Readers Theater Performance for an Audience (35 minutes)

3. Closing and Assessment

A. Self-Assessment (5 minutes)

4. Homework

  • In advance: Have students’ exit tickets from Lesson 10, which tells what character each student will be reading in their group script.
  • Have copies of group scripts for each member of the group, including brief written feedback about the group conclusions (see Teaching Note, Lesson 11).



prepare, practice, rehearse, perform

  • Group scripts (copies for each group member)
  • Highlighters (5 different colors per group)
  • Exit Ticket (from Lesson 10)
  • Performance Task (one to display)
  • Readers Theater rubric (introduced in Lesson 1; clean copy in supporting materials; one per group and one to display)


OpeningMeeting Students' Needs

A. Reviewing Learning Targets (5 minutes)

  • Read the learning targets aloud, and say to students: “Today you are going to perform as a group. You will be given time to make any final revisions to your script and to practice with your group before you perform for the audience.” Clarify any targets as necessary.
  • All students developing academic language will benefit from direct instruction of academic vocabulary.

Work Time

Work TimeMeeting Students' Needs

A. Group Work: Practicing and Peer Feedback on Our Performance (15 minutes)

  • Post the performance task, read aloud, and clarify any terms or criteria as necessary. 
  • Tell students that today they will perform their Readers Theater. First, they will have time to make final revisions to their group script, specifically the conclusions they wrote during the last lesson. Say: “I have provided written feedback about each of your group script conclusions.” Ask students to do the following: 

* Read the feedback aloud.
* Decide what changes need to be made (e.g., adding more language from the UDHR).
* Revise the script of the student who will be reading the conclusion (put revisions below the previous conclusion).

  • Clarify any instructions for students, as necessary.
  • Ask students to gather with their Readers Theater group. 
  • Return original and copies of group scripts, with the written feedback provided about the group conclusions. Tell students to take no more than 3 to 5 minutes to make revisions based on the feedback. 
  • While students are revising, distribute highlighters to each group (a different color for each student). Also return students’ Exit Tickets (from Lesson 10), which lists the name of each student next to the name of the character whom she/he will play during the performance. Have each student highlight her/his lines on his/her own copy of the group script, and post the Readers Theater rubric
  • Return the Readers Theater rubric, with Praise-Question-Suggest comments from peers, completed at the end of Lesson 11. 
  • Display the full Readers Theater rubric and remind students to refer to this as they practice so they can make determinations about what they are doing well and where they may need to adjust/improve further. 
  • Ask students to do the following during rehearsal time:

1. Consider the feedback they received
2. Determine as a group what they will change about their performance based on the feedback
3. Practice reading through their scripts

  • Circulate throughout the room as students practice.

  • Visuals can help students comprehend instructions. Post steps and instructions for the performance task.
  • Consider providing extra time for tasks. Some students need more time to process and translate information.

B. Performance Task: Readers Theater Performance for an Audience (35 minutes)

  • Cold call groups to perform, giving them approximately 1 minute to gather/set up props for their performance. As each group performs, score them using the Readers Theater rubric. See the performance task teacher page, in the unit materials, for student options.
  • Consider providing smaller chunks of text (sometimes just a few sentences) for ELLs. Teachers can check in on students’ thinking as they write or speak about their text. 

Closing & Assessments

ClosingMeeting Students' Needs

A. Self-Assessment (5 minutes)

  • Distribute a copy of the Readers Theater rubric to each student. Have each student fill out the rubric as a self-assessment of her/his performance today. Students will also need to write a short statement explaining why they scored themselves the way they did. Model if necessary. 
  • Collect student scripts and self-assessments.
  • Consider allowing students who struggle with language to dictate their self-assessment to a partner or teacher.




  • None

Supporting Materials


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