text_structure
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text_structure [2022/03/25 16:33] – 76.23.135.43 | text_structure [2022/03/26 15:15] – jgmac1106 | ||
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- | We build comprehension through text based analysis. In the image of the white board you see how teachers focus text based analysis of text structure before, during, and after reading. | + | |
+ | We build comprehension through text based analysis. In the image of the white board you see how teachers focus text based analysis of text structure before, during, and after reading. | ||
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+ | ==== Model ==== | ||
Overall teachers will provide examples. Students need to see versions of different text structures marked up. They need to see teachers modeling how you analyze text structure. | Overall teachers will provide examples. Students need to see versions of different text structures marked up. They need to see teachers modeling how you analyze text structure. | ||
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+ | ==== Question Purpose ==== | ||
Teachers also need to encourage good reader' | Teachers also need to encourage good reader' | ||
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+ | ==== Use Graphic Organizers ==== | ||
Graphic organizers also get used extensively in teaching text structure. Different text structures such as **compare and contrast** may use a Venn diagram while a numbered list would get used for **sequential steps**. Graphic Organizers have long shown moderate to strong results in helping with the comprehension of text. You can make connections to the " | Graphic organizers also get used extensively in teaching text structure. Different text structures such as **compare and contrast** may use a Venn diagram while a numbered list would get used for **sequential steps**. Graphic Organizers have long shown moderate to strong results in helping with the comprehension of text. You can make connections to the " | ||
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+ | ==== Annotate ===== | ||
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+ | Annotate for text structure. Teach students to identify heading and sub headings. Underline main ideas. Circle signal words. | ||
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+ | At every grade level you should teach students to annotate for text structure. | ||
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+ | ===== Text Structure and the Common Core ===== | ||
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+ | Anchor standard five of the Common Core State Standards explains the expectations around text structure when someone graduates high school. | ||
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+ | CCSS.ELA-LITERACY.CCRA.R.5 | ||
+ | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | ||
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+ | For writing by the time someone graduates high school they should: | ||
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+ | CCSS.ELA-LITERACY.CCRA.W.4 | ||
+ | Produce clear and coherent writing in which the development, | ||
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+ | CCSS.ELA-LITERACY.RL.4.5 | ||
+ | Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, | ||
+ | The Common Core then traces these back down through Kindergarten. For example the reading standard has an expectation that students identify parts of a book to develop [[concepts of print]]. | ||
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+ | In the example on the image of the board you see Reading for Information 4.5 or CCRI4.5. The CC stands for common core. | ||
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text_structure.txt · Last modified: 2022/03/26 15:23 by jgmac1106