Transcript Slide 1
The Nature of Text Text can be analyzed or reviewed in terms of its difficulty by three major features: Content Structure (or organization) Coherence 56 Characteristics of Narrative Texts Familiar content Story grammar/structure Cohesive ties 57 Last Serny, Flingedobe and Pribn were in the Nerdlink treppering gloopy caples and olean burley greps. Suddenly a ditty strezzle boofed into Flingedobe’s tresk. Pribn glaped and glaped. “Oh Flingedobe,” he chifed, “that ditty strezzle is tunning in your grep!” 58 Narrative Genres Include: stories novels myths fables folk tales legends epics comedies tragedies science fiction 59 Improving Comprehension of Narrative Texts Three useful instructional frameworks for teaching comprehension of narrative texts: Understanding the content of a given text Learning to use comprehension strategies Engaging with and responding to a given text 65 Understanding the Content of a Given Text The Guided/Directed Reading Lesson Composed of certain instructional techniques conducted before, during, and after reading to facilitate comprehension Done with reading material at students’ instructional reading level 66 The Guided/Directed Reading Lesson Before-reading strategies Activate relevant prior knowledge Build prerequisite background knowledge Generate interest and motivation 68 The Guided/Directed Reading Lesson During – Reading Strategies Ask well-crafted questions. Model and have students practice the use of questioning as a comprehension and metacognitive strategy. 69 During Reading Questioning Well-crafted questions should: Influence where students focus Assist readers organize and integrate text Improve comprehension Help students develop a mental model of the story grammar 10 During – Reading Strategies Questioning Open – Ended Probes Engage readers in actively putting ideas together Facilitate the construction of meaning 11 A text dependent question Can only be answered by referring explicitly back to the text read Privileges the text itself Privileges what students extract from the text 72 Linger over specific phrases and sentences Ask students to perform one or more of the following: › Analyze sections of text › Investigate how meaning can be altered › Probe › Examine shifts › Question the author’s choice › Note patterns of writing › Consider what’s unclear or unstated 73 Delve systematically into a text to guide students Initially explore specific words, details and arguments Examine the impact of those specifics on the text as a whole Target academic vocabulary and sentence structure 74 1. Identify the Core Understandings & Key Ideas of the Text 2. Start Small to Build Confidence 3. Target Vocabulary & Text Structure 4. Tackle Tough Sections Head-on 5. Create Coherent Sequences of Text Dependent Questions 6. Identify the Standards That Are Being Addressed 7. Create the Culminating Assessment 75 Story Map The Setting The Characters The Problem Event 1 Event 2 Event 3 Event 4 The Resolution 16 The Guided/Directed Reading Lesson After-reading Strategies Ask questions that: Involve critical thinking and reflection on the text as a whole Help to summarize the text Help students see different perspectives Use follow-up activities that extend students thinking. 17 The Guided/Directed Reading Lesson After–reading Activities Provide opportunities for students to: Extend their thinking about what they just read Relate to the them(s) in the narrative and to the author’s craft Relate the text to their personal lives and their larger community See connections between the texts and characters they read about Become interested in other texts, characters, authors, and genres 18 Differences Between Strategies and Skills Skills Strategies 1. unconscious processes 1. conscious processes 2. applies automatically 2. applied intentionally 3. used inflexibly 3. used flexibly and adaptively 4. assume transfer to all reading materials 4. transfer easier because strategies are deliberate and conscious 5. sometimes mastery is assumed 5. mastery not assumed because level of difficulty influences success 19 Principles of Effective Strategy Instruction Teach strategies explicitly. Provide sufficient guided practice. Teach when and how to use strategies. Teach how to be flexible and adaptive. Provide opportunities to apply strategies in authentic situations. Scaffold instruction. 20 Ta ble 6 Scaffolding for Learning (Gradual Release of Responsibility—Pearson and Gallagher, 1983) T=Teacher, SS= Students, S=Student Monday Tuesday Wednesday Thursday Week 1 T T T TS Week 2 TS TS TS SSSS Week 3 SSSS SSSS SSSS SS Week 4 SS SS SS SS Week 5 SS SS S S 21 Im portant Aspects of Strategy Instruction Do Make sure all students know what a strategy is and will benefit from learning it Don’t Teach strategy to students who’ve already mastered its use Use passages that make the use of the targeted strategy meaningful Isolate strategy on a work sheet for rote drill Show students how to do strategy Tell them Ask students about different strategies Expect that all students will use the they use and that work best for them same strategy with the same text Discuss when and where to use a particular strategy Lead students to believe that every strategy will work equally well in every situation 22 Examples of Comprehension Strategies Using prior knowledge Generating and answering questions Making inferences Summarizing Determining what is important Using graphic and semantic organizers Using knowledge of text structure Visualizing Monitoring comprehension 23 Metacognitive Awareness Knowing when reading makes sense Knowing what to do when confused Having control over one’s reading 24 Developing Metacognitive Awareness Many students need to be explicitly taught that: It is helpful to think about what you already know before you read. It is important to be aware of whether you understand what you are reading. As you are reading, it is helpful to ask yourself, “Does this make sense?” There are things you can do if what you are reading doesn’t make sense. 25 Comprehension Problems and Solutions PROBLEM 1. When your prior background knowledge is: FIX-UP (OR REPAIR) STRATEGIES Relate important points to one another Not enough Revise predictions Different from the author’s Suspend judgment until later 2. When you: Cannot decide on a word Use context—read around the word Do not know a word’s meaning Go to an expert source—dictionary, a friend, or a teacher Encounter a word with a different meaning 3. When you can’t understand: a sentence a paragraph Ignore and read on Reread 26 Informational/Expository Writing › Summary › Literary Analysis Argumentation Possible Reflective prompts › Does poverty cause people to lose their integrity? Support your answer with examples and evidence from the text. › Can people improve the integrity of others through their own actions? Support your answer with examples and evidence from the text. › Explain the African proverb, “It takes a village to raise a child”, as it relates to this story. Use events and evidence from the story to support your explanation. Possible Literary Analysis prompts › Discuss how Langston Hughes explores integrity including trustworthiness, fairness and honesty, through what his characters say and do. Support your assertions with examples from the text. › This story contains clear examples of internal and external conflict. Discuss examples of each using events and evidence from the text. › Choose one of the two characters from this story. What two personality traits describe this character? Support your discussion with evidence from the story. Examples of Argumentation prompts › In this story, Mrs. Jones takes Roger home after he attempts to rob her on the street. Imagine she is your grandmother. How would you feel about her actions? Support your position with evidence from the story. › At the end of “Thank You, Ma’am” Roger appears to have changed. But has he really? What is the likelihood that he has indeed changed. Support your position with evidence from the text. Organized around a Before/During/After Framework Genre and Text Structure is addressed Planned supports to scaffold difficult areas of text Careful, effective text-dependent questioning to help students grapple with difficult or important points in text Explicit teaching of Comprehension Strategies when appropriate Opportunity to respond to story through writing.