Transcript Targeting Text Structure & More: Improving Challenging

Targeting Text Structure & More:
Improving Challenging Reading Skills
Kristi
Orcutt
Literacy Specialist
[email protected]
620-663-9566
Nov 29-30, 2007
Housekeeping
Welcome!!
•
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Schedule
Breaks
Restrooms
Snacks
College credit
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Introduce yourself & share one
thing you want to learn today!
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Topics
• Reading Standards & Assessed
Indicators
• Strategies to Teach Challenging
Reading Skills
• Text Structures
• Text Features
• Vocabulary
• Making Inferences & Drawing
Conclusions
• Retelling & Summarizing
• ALL the tested reading indicators!
“The Notebook”
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©Kristi Orcutt, [email protected], 2007
What’s
confusing for
students?
1. Text Type
2. Text Structure
3. Text Features
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Pencils Down!
Analyze the following
image.
You will be asked to reproduce this
in a moment…
You have one minute to draw!
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You have one minute to draw!
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17766024365911
Write the number from memory!
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Let’s try again but think . . .
American Revolution / Declaration of
Independence
Minutes / hours / days
Emergency
1776
60-24-365
911
What
does this
have to
do with
reading?
af
The better a
student
understands
the purpose,
structure, and
features of
text, the
higher the
comprehension
What’s
confusing for
students?
1. Text Type
2. Text Structure
3. Text Features
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Text Types
–
–
–
–
Narrative
Expository
Technical
Persuasive
Text Features
– Maps, graphs, italics, text boxes, etc.
Text Structures
–
–
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–
–
Description
Sequence
Comparison-Contrast
Cause-Effect
Problem-Solution
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Text Types = Author’s Purpose
T-Technical (to inform, instruct, tell how)
Y-Your Story -Narrative (to entertain)
P-Persuasive (to persuade, convince)
E-Expository (to inform, tell about, explain)
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Text Types at Each Grade Level
Grade
Narrative
Expository
Technical
Persuasive
3
4
5
6
7
8
HS
3
3
3
3
3
2
2
3
3
3
3
2
2
2
0
1
1
1
2
2
2
0
0
1
1
2
2
2
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Defining Good Readers
• “The ability to analyze the
author’s purpose and
perspective is just as
essential as literal and
inferential
comprehension.”
-Gwynne Ellen Ash
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Why might
this be
confusing for
students?
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Identifying Persuasive Text
• Whose story is being told?
• What is the perspective of the
writer?
– What does he want you to
believe/feel/do?
• Does the writer believe certain
things about the story/topic/
world?
– How can you tell?
– Does the author or narrator tell us
about these beliefs, or do we need to
guess on©Kristi
the
basis
of
clues?
Orcutt, [email protected], 2007
Identifying Persuasive Text
• Whose story is NOT being told?
– Why? Would some people disagree
with the writer’s beliefs or arguments?
– What might they believe or argue
instead?
• Do you agree or disagree with the
things the writer would like you to
believe? Why?
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Author’s Purpose
Green Tab
• Pages 265-275
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Expository Text
“Informational text is the most
complicated type of nonfiction
because the purposes are so
varied. The purpose of
informational text dictates the
structure. Not all informational
texts have the same structure.”
- Buss & Karnowski, Reading & Writing Nonfiction
Genres
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What are Text Structures?
Organizational patterns used in writing
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Description
Sequence*
Problem and Solution*
Cause and Effect
Comparison and Contrast
*3rd grade only these two
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Why is it important
that readers can
recognize and
understand text
structures?
(Besides that it’s on the state assessment!)
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Understanding text structure is
the KEY to comprehending
expository text!!
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Expository Text has NO PLOT LINE
to Support Comprehension
Middle
Climax
Beginning
End
Exposition
Resolution
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Text Structure Research
“Many students experience
problems comprehending
expository text….One reason is
that they can’t see the basic
structure of the text. Some
students get lost in the words
and can’t see the big picture.”
Dymock, 1998; Dymock & Nicholson, 1999
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Text Structure Research
Teaching students to
recognize common text
structures can help
students monitor their
own comprehension.
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Changes to Text StructureKSDE Aug. 8, 2007
• Remove text structure items (1.4.6) from
narrative passages on developed forms of the
state assessment at grades 3-6
• Text structure items (1.4.6) will remain for
narrative passages on developed forms of the
state assessment at grades 7 - HS
• Text structure items (1.4.6) will no longer be
developed for narrative passages for the state
assessment at any grade level, grades 3 - HS
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•Text structure (1.4.6) will be assessed in expository at
grade 3, expository and technical at grade 4, and
expository, technical, and persuasive at grades
5 – HS on new forms.
•Only assess text structure (1.4.6) in a paragraph at
grade 3 on new forms
•Use only “sequence” as an answer choice. Do not use
“sequence of events” or “series of steps” on new forms
•Do not use “problem-solution” and “cause-effect” as
answer choices in the same item on new forms
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Text Structure Foldable
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Teaching Text Structures
• Present and model the use of graphic
organizers for each structure
• Explain that text structures can often
be identified by certain clue or signal
words
Compare and Contrast
Venn Diagram:
Signal Words: alike, different, similar, same
as, both, in contrast, differ
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©Kristi Orcutt, [email protected]
Example
Explicit use of Signal Words
• Kansas and Hawaii are similar in
some ways. Both are states in
which farming is a major industry.
They are also different, however.
Hawaii is a tropical island, while
Kansas is in the middle of nowhere.
**Signal words can be explicitly stated, as
above. They can also be implied.
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Example
Implied Signal Words
• Kansas and Hawaii are states in
which farming is a major industry.
Hawaii, however, is a tropical
island, while Kansas is in the middle
of nowhere.
**Signal words can be explicitly stated, as
above. They can also be implied.
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Your Turn - Let’s Practice!
• Identify the text structure of
your paragraphs
– Underline signal words and clues
that helped you identify each
structure
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©Kristi Orcutt, [email protected]
Next - Choose one and create a G.O.
Example - (problem/solution):
Solution:
Problem:
Chimps are
rapidly
disappearing
Save the rain
forests and
woodlands
Solution:
Many people
working together
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Teaching Text Structure
Make the READING-WRITING
CONNECTION:
Have students write paragraphs,
retell, and summarize material
using TEXT STRUCTURE FRAMES
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Text
Structure
Frames:
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Make the Reading-Writing Connection
Text Structure Frames
• With a partner, write one paragraph
on the topic of HOLIDAYS for each of
the five text structures.
– Use the Text Structure Frames for guidance
– Use appropriate signal words and underline
them in your paragraphs
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Remember the GOAL!
• Identifying text structure is NOT the goal
• Goal is for students to internalize
knowledge about text structure and use
it to enhance their comprehension
– Teach students to use text structures to
improve their reading comprehension and
writing organization
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Before Reading: Predict
• Predicting text structures is a
pre-reading strategy
– Every time you put a text in front of
a student, you have the opportunity
to teach text structure
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During Reading:
Text Coding / Text Mapping
• Marking, highlighting, chunking, etc. - text coding helps students see
visually how text is presented
• Make predictions and connections to
author’s purpose, main idea, etc.
• MODEL for students how to do this!
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Text Structure Sorts
At your table, sort the
paragraphs by text structures.
Use the goldenrod Text
Structure Mats as a guide.
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Text Structure Sorts
Review the sorts in your
notebook beginning on
page 77
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Teaching Text Structures
• Show examples of paragraphs that
correspond to each text structure
• Model how to identify signal words
• Have students sort paragraphs by
text structures
• Have students create a graphic
organizer to correspond with a
paragraph
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Text Structures - KEY IDEAS
• Predicting text structures is
a pre-reading strategy
– Every time you put a text in front
of a student, you have the
opportunity to teach text
structure
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Text Structures - KEY IDEAS
• Use WRITING to support reading (and
reading to support writing)
– Text Structure Frames
• Make predictions / connections
between text structure, author’s
purpose, and main ideas
– Focus on the BIG IDEAS; don’t get
caught up in the details
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Remember the GOAL!
• Identifying text structure is NOT goal
• Goal is for students to internalize
knowledge about text structure and use
it to enhance their comprehension
• Teach students to use text structures to
improve their reading comprehension
and writing organization
©Kristi Orcutt, [email protected], 2007
Text Features
• What are text features?
– Typographical clues - boldface print,
italic type
– Organizational features - headings,
subheadings
– Graphic aids - maps, graphs, charts,
illustrations, pictures
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Why is it important that
readers can recognize
and understand text
features?
(Besides that they’re on the state assessment!)
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Text Feature Treasure Hunt
• Try to find an example of each text
feature:
Titles, graphs, charts, maps, table of
contents, pictures/illustrations,
boldface type, italics, glossary, index,
headings, subheadings, topic and
summary sentences, captions,
sidebars, underlining, numbered or
bulleted lists, footnotes, annotations
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Retelling, Paraphrasing,
Summarizing
Orange Tab - Page 193 +
•Difference between how it’s taught
and how it’s tested
•Use text structure frames for
retelling and writing summaries
•Model, model, model
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Retelling/Summarizing
• What’s the difference?
• What does it look like in the classroom?
• What does it look like on the state
assessment?
Read pages 193-207
Coding Directions:
*
where you make a connection or agree
? where you have a question or disagree
!! beside info you want to remember
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Characteristics of a Good
Retelling/Summary
1. Shorter than the original
2. Include the main ideas and
important details of the text
3. Reflects the structure and
order of the original text
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Some Examples
• Individually, read the
passages in your handouts
and select the BEST
summary for each.
Behind ORANGE Tab, Page 227 +
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Create Your Own Multiple
Choice Summaries
• Read the passage.
• Write a 3-5 sentence summary
of the passage that is
– Shorter than the original text
– Includes the main ideas and
important details of the text
– Reflects the structure and order
of the original text
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Create Your Own Multiple
Choice Summaries
• Next, create one distracter (incorrect
answer choice/summary)
• What are strategies for creating
distracters?
– Missing main ideas
– Missing entire sections (beginning,
middle, or end)
– Not presented in same order or structure
as original
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Making Inferences
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Making Inferences & Drawing Conclusions
Ordeal by Check
(Check Stories)
BLUE Tab - pages 167 +
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Topic, Main Idea, Supporting Details
Make Up a Main Idea Activity
1. Take ONE sentence strip each
– Supporting details
– Topics
2. Form groups by TOPIC
3. Put your sentence strips together
to form a paragraph
4. WRITE A MAIN IDEA topic
sentence for your paragraph
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Topic, Main Idea, Supporting Details
YELLOW Tab - pages 241 +
• Worksheets
• Graphic Organizers
• Resources
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Persuasive Text and
Techniques
GREEN Tab - pages 276 +
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Glittering generalities
Bandwagon
Citing Statistics
Citing Authority
Testimonials
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Vocabulary
PINK Tab - pages 289 +
• Context Clues
• Structural Analysis - Prefixes,
Suffixes, Roots
• Figurative Language
• Vocabulary Cartoons
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Literature
GOLD Tab - pages 317 +
• Graphic organizers and teaching
resources for NARRATIVE texts
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Good Reading on the Web
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What’s the #1 Way to Prepare
Students for Success as Readers?
It’s All About
ATTITUDE!!
Thanks for
attending!
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www.essdack.org
“Staff Blogs”
• “Kristi Orcutt”
– or Search for “Targeting Text Structure & More”
Workshop PowerPoint
Good Reading on the Web
Text Structure Posters in color
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