text_structure
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text_structure [2022/03/25 15:59] – 76.23.135.43 | text_structure [2022/03/26 15:23] (current) – [Annotate] jgmac1106 | ||
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- | Overall teaching text structure helps build mental models of the text (Slater & Graves, 1989). We have to teach students to use text structure in both their | + | Overall teaching text structure helps build mental models of the text (Slater & Graves, 1989). We have to teach students to use text structure in both their reading and their writing. |
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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. In terms of teaching tips focus on four elements | ||
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+ | ==== Model ==== | ||
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+ | 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 ==== | ||
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+ | Teachers also need to encourage good reader' | ||
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+ | ==== Use Graphic Organizers ==== | ||
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+ | 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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+ | In the image of the board above you see the five main types of text structure taught in academic settings: | ||
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+ | * Chronological | ||
+ | * Compare and Contrast | ||
+ | * Sequential | ||
+ | * Expository | ||
+ | * Cause and Effect | ||
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+ | As you annotate you want to focus on signal words. These transition words signal to the reader both the type of text and the organization of the text. Writers use them to signal a new idea or detail. So in reading we often refer to the words as " | ||
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+ | * Chronological-First, | ||
+ | * Compare and Contrast-Likewise, | ||
+ | * Expository-in this case, as an example, to demonstrate, | ||
+ | * Sequential-after, | ||
+ | * Cause and Effect-and so consequently, | ||
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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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+ | </ | ||
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- | <img src=" | + | <blockquote> |
- | <img src=" | + | CCSS.ELA-LITERACY.RL.4.5 |
- | <img src=" | + | 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. | ||
< | < |
text_structure.1648223977.txt.gz · Last modified: 2022/03/25 15:59 by 76.23.135.43