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So if you are like me, you probably have a variety of children's magazines in your classroom. I use these to provide opportunities for my students to interact with informational text. These magazines are highly popular with my students, and as a result, they do not withstand that amount of use for very long. Recently I had a large pile of magazines that were falling apart. I knew I couldn't keep these magazines on the shelf any longer, but I hated to get rid of such colorful, interesting, and informational material.
So I decided to make some informational text centers with these magazines. I found several different articles that were still in decent shape. I used construction paper to cover the titles and numbered each article. I then laminated each set so that it would be more durable and I could use it again.
Then I came up with several different ideas to meet the informational text standards. Here are a few ideas we have used:
- Read the article and generate questions for a peer to answer.
- Supply questions about the article, and ask students to provide evidence from the text as an answer.
- Determine the main idea of the article.
- Explain how details from each paragraph support the main idea.
- Supply the titles for all the articles and ask students to match the title and article.
- Generate your own title for each article.
- Find examples of text structure: sequencing, cause and effect, description, problem and solution, compare/contrast
- Choose 2-3 vocabulary words and use context clues to generate your definition of the word - or use a dictionary to look up the definiton fo the words.
- Choose 2-3 academic vocabulary words and describe why you think the author chose to use these words in the text.
- Find examples of text features.
- Determine the author's point of view about the topic.
- Explain how the text features help you understand the text.
- Cut apart the paragraphs and ask students to put the text back in order.
- Find articles on a similar topic and ask students to compare/contrast the articles.
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