DARTs stands for Directed Activities Related to Text. DARTs provide ‘DARTs’ an alternative to traditional comprehension questions. It is often possible to complete a comprehension task without fully understanding the text, but using DARTs encourages EAL learners to engage with texts in a way that promotes greater understanding. DARTs are appropriate for fiction or non-fiction texts, and can be used to check the learner has understood the main points of a specific topic. They can provide an opportunity to go beyond the literal, and look at meaning that is implied in the text rather than overtly stated, and support learners learning how to reconstruct and interrogate texts. As well as being useful for independent learning, DARTs can also be carried out by pairs or small groups of learners and this turns them into active, collaborative learning situations giving opportunities for exploratory talk. (Read more about collaborative learning) Types of DARTs There are two main types of DARTs: DARTs using modified texts (the teacher modifies the original text, e.g. taking out words, phrases or sentences, cutting the text into segments): Gap-filling - missing words, phrases or sentences Sequencing words, sentences or short paragraphs – Grouping segments of text according to categories Completing a table, grid, flow chart etc. Labelling a diagram Predicting writing the next step or an end to the text – DARTs using unmodified texts (the teacher photocopies the original text so the learner can annotate or manipulate the photocopy), e.g. Underline or highlight particular sections of text (descriptive language, nouns, connectives, topic sentences etc.) Break the text into chunks and devise a heading for each chunk Use the information in the text to draw a table, diagram, flow chart etc. Devise questions about the texts pairs can devise questions for each – other
DARTs ‘DARTs’ stands for Directed Activities Related to Text. DARTs provide an alternative to traditional comprehension questions. It is often possible to complete a comprehension task without fully understanding the text, but using DARTs encourages EAL learners to engage with texts in a way that promotes greater understanding. DARTs are appropriate for fiction or non-fiction texts, and can be used to check the learner has understood the main points of a specific topic. They can provide an opportunity to go beyond the literal, and look at meaning that is implied in the text rather than overtly stated, and support learners learning how to reconstruct and interrogate texts. As well as being useful for independent learning, DARTs can also be carried out by pairs or small groups of learners and this turns them into active, collaborative learning situations giving opportunities for exploratory talk. (Read more about collaborative learning) Types of DARTs There are two main types of DARTs: DARTs using modified texts (the teacher modifies the original text, e.g. taking out words, phrases or sentences, cutting the text into segments): Gap-filling - missing words, phrases or sentences Sequencing – words, sentences or short paragraphs Grouping segments of text according to categories Completing a table, grid, flow chart etc. Labelling a diagram Predicting – writing the next step or an end to the text DARTs using unmodified texts (the teacher photocopies the original text so the learner can annotate or manipulate the photocopy), e.g. Underline or highlight particular sections of text (descriptive language, nouns, connectives, topic sentences etc.) Break the text into chunks and devise a heading for each chunk Use the information in the text to draw a table, diagram, flow chart etc. Devise questions about the texts – pairs can devise questions for each other
DARTs.docx