Text Struct
Text Struct
Text Struct
WARNING: STATE
STANDARDS AHEAD!
Fieldmice
Nuts and wheat
Winter
Napping
Old stone wall
Cold and hungry
Sunrays and warmth
Colors of the flowers
Painted in the mind
Poet
WARNING: STATE
STANDARDS AHEAD!
WARNING: STATE
STANDARDS AHEAD!
WARNING: STATE
STANDARDS AHEAD!
WARNING: STATE
STANDARDS AHEAD!
WARNING: STATE
STANDARDS AHEAD!
"(S)tudies in the 1980s and 1990s have suggested that there is little reading
comprehension instruction in schools.... We desperately need to understand why
many teachers do not focus directly on comprehension strategies and routines,
and we need to learn more about how to help teachers provide good
comprehension instruction."
"The early work documented the significance of attention to text structure,
pointing out that students who aremore knowledgeable about text structure
recall more textual information than those less knowledgeable.... It also
suggested that knowledge is not enough; students must actually follow the text's
structure in building their recall in order for the effect to be realized; not
surprisingly, more good than poor readers are inclined to do so."
(Duke, Nell and Pearson)
Textmapping
Turns this.
Into this.
The Process
Process
Second.determine your goal for
reading.
Intro. and preview new content.
Model reading and study strategies.
Review content previously covered.
Test your students knowledge of
what they read.
Process
Next, identify text features that are important to
your reading goal. These features are:
-Headings and Subheadings
-Illustrations
-Graphs
-Bold faced areas
Process
Process
SQ3R
SQ3R
Question.
-Turn the title into a question, the purpose
for reading (essential question for lesson).
-Write down questions.
-Turn headings into questions.
-Turn subheadings, illustrations, graphics
into questions.
-Write down unfamiliar vocabulary.
SQ3R
Read actively- Searching for answers to
questions, reacting to passages, etc.
Recite- Look away from the answers and
the book to recall what was read, recite
answers to questions, reread for questions
not answered.
Review- Answer the purpose question,
organize information, summarize with a
graphic organizer, discussion, writing
Sequence/Chronological Pattern
C o n c e p tC o n c e p tC o n c e p tC o n c e p tC o n c e p tC o n c e p tC o n c e p t
Details
D e t a i l sD e t a i l sD e t a i l sD e t a i l sD e t a i l sD e t a i l sD e t a i l s
ProblemIssues:
I s s u e s :
A Alternative
Alternative
Conclusion
Problem-Solution Pattern
Problem
G o a l sP o s s i b l e
S o l u t i o nP o s s i b l e
S o l u t i o nC o nP r oP r oC o nD e c i s i o nR e a s o n