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Real Reading
This document discusses strategies for teaching students to comprehend informational texts, as required by the Common Core State Standards. It emphasizes increasing students' exposure to informational texts and teaching them text structures, such as compare/contrast, and elements, like author's purpose and main ideas. High impact methods are recommended, like explicit instruction, building vocabulary, and having students summarize within and between texts. Graphic organizers can help students learn about content topics. The overall goal is to help students develop familiarity and skill with informational texts.
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- 1. Read for Real HighImpact Teaching Using Informational Text Barbara A. Marinak, PhD Mount St. Mary’s University barbara.marinak@gmail.com
- 2. Pedagogical Shift •IDEA 2004and the CCSS are suggesting a major shift in how we approach reading instruction for all students.
- 3. Closer Look atCCSS •Expectations of CCSS •Impact on core reading instruction •Impact on intervention
- 4. Purpose • State-led effortcoordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). • Developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.
- 5. Purpose • Are alignedwith college and work expectations • Are clear, understandable and consistent • Include rigorous content and application of knowledge through high-order skills • Are evidence-based
- 6. English Language Arts •Establish a “staircase” of increasing complexity in what students must be able to read and comprehend in order to be prepared for the demands of college and career.
- 7. English Language Arts •Reading: Literature and Informational Text • Writing • Speaking and Listening • Language • Media and Technology • Range, Quality and Complexity • Literacy in History/Social Studies, Science, and Technical Subjects
- 8. English Language Arts •By reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective.
- 9. Informational Text • Referto details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. • Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
- 10. Informational Text • Compareand contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. • Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
- 11. Informational Text • Analyzehow two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
- 12. Informational Text • Determinethe main idea of a text and explain how it is supported by key details; summarize the text.
- 13. Impact on Coreand Intervention • Read deeply and widely from a truly balanced collection • Read regularly within in and between text • Regular written responding within and between text
- 14. Fiction Heavy…Why? •Perception ofdifficulty •Perception of interests •Perception of turf
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- 16. Informational Text Imperative • Significantly increase the amount of informational text students access • Increase the diversity of informational text • Select mentor texts that allow multiple core standards to be taught • Teach informational text using high impact methods
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- 19. Critical Considerations • Readwithin and between text • Vocabulary • Compare and Contrast • Summarization
- 20. Photo Documentaries: Within Text
- 21. Photo Documentaries: Within andBetween Text
- 22. Between Text and Website
- 23. Pay Attention toWords! • Frontload vocabulary • Assess vocabulary knowledge
- 24. Text Impression Antarctic
- 25. Text Impression Antarctic African
- 26. Text Impression Antarctic African one
- 27. Text Impression Antarctic African one rookery
- 28. Text Impression Antarctic African one rookery herd
- 29. • Group onland is a waddle or colony • Nesting group is a rookery • A group of babies is a crèche • A group in the water is a raft
- 30. Text Impression Antarctic African one rookery herd kindergarten
- 32. Let’s try aText Impression!
- 33. Teach Features ofText! • Structural Grammars
- 34. Elements of Fiction Characters: The living beings in stories, plays, and poems that speak, think, and carry out the action. A character can be a person, animal or a personified object Setting: When and where the story occurs. Problem: The conflict or goal around which the story is organized. Events: One or more attempts by the main character(s) to achieve the goal or solve the problem. Resolution: The outcome of the attempts to achieve the goal or solve the problem. Theme: The main idea or moral of the story.
- 35. Research Findings • Studiesalso indicate that children become aware of and are comfortable with narrative story structure (characters, setting, problem, events, solution) at an early age. In other words, due to narrative reading practice and instruction in story grammar, fiction text becomes “predictable” (Williams, 2005).
- 36. • It isjust as important that informational reading practice be increased and that students become aware of and comfortable with the “predictable” elements and text structures that occur across informational text (Marinak & Gambrell, 2007).
- 37. Informational Grammar Just asthere is a narrative story grammar, there is also an “informational grammar” (Marinak & Gambrell, 2007).
- 38. Five Text Elementsof Informational Grammar • Author’s Purpose • Major Ideas • Supporting Details • Aids • Important Vocabulary (Marinak, Moore, & Henk, 1998)
- 39. Teach the TextStructures • Hall, Sabey, and McClellan (2005) and Williams (2005) found that text structure instruction promotes informational text comprehension. • Text structure awareness has also been linked to accurate recall and retelling (Richgels, McGee, Lomax & Sheard,1987).
- 40. Big Five TextStructures • Enumeration • Time Order • Compare & Contrast* • Problem/Solution • Cause & Effect (Hall, Sabey & McClellan, 2005; Neufeld, 2005; Richgels, McGee, Lomax & Sheard,1987; Williams, 2005)
- 41. Compare and Contrast •Text Map
- 42. Knowledge of Content Graphic Organizers • A small cadre of graphic organizers and/or text maps should be used carefully • Should be discipline-specific • Should always be purposeful…discussion, writing, etc.
- 49. Compare/Contrast Giraffe Emperor Penguin Supporting Details Attributes Supporting Details Africa Live Antarctica One Number of Babies One Live Type of Birth Egg Kindergarten Protection of Young Kindergarten
- 50. Compare/Contrast Summary Wecan compare and contrast giraffes and Emperor penguins. Giraffes live in Africa but Emperor penguins live in Antarctica. Giraffes have live births. Emperor penguins lay eggs. Both giraffes and Emperor penguins have one baby at a time. Giraffes and Emperor penguins are similar in how they protect their young. These two animals place their babies in kindergartens.
- 51. Compare/Contrast Giraffe Emperor Penguin Supporting Details Attributes Supporting Details Africa Number of Babies Kindergarten
- 54. Anaconda Reticulated African Indian Python Boa Attributes Python Python Constrictor Where do they live? How do they have babies? What do they look like? How do they catch their prey?
- 55. Summarization • Summarization isthe process of restating the essence of text or an experience in as few words as possible or in a new, yet efficient, manner. • In order to summarize, the student must be able to process the ideas of the passage and consider how they are related to one another.
- 56. Summarization • Authors structuretext in a variety of ways based on content and topic. • Many studies indicate that teaching students to identify text structure and clarifying important information leads to more effective summarization.
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- 59. Response Heuristic The Response Heuristic asks students to react to the following three-part format: 2. Text perceptions 3. Reactions to the text 4. Associations with the text
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- 61. Response Heuristic • TextPerception: is a summary statement about important information from the text. On Easter Sunday, April 9, 1939 Marian Anderson sang to a crowd of 75,000 people on the steps of the Lincoln Memorial. She sang at the Lincoln Memorial because the DAR had a "whites only” rule at Constitution Hall.
- 62. • Reactions toText: are evaluative statements that ask students to express their opinion about the text. I was outraged when I read this book. I had no idea that the Daughters of the American Revolution prohibited this great singer from performing at Constitution Hall.
- 63. • Associations withthe text: are higher level evaluations that require students to associate information with their own prior knowledge or associate current reading with past readings. It is now clear why Martin Luther King, Jr. delivered his “I Have a Dream” speech on the steps of the Lincoln Memorial. Amazing that Dr. King’s speech didn't happen until August 28,1963!
- 64. On Easter Sunday,April 9, 1939 Marian Anderson sang to a crowd of 75,000 people on the steps of the Lincoln Memorial. She sang at the Lincoln Memorial because the DAR had a “whites only” rule at Constitution Hall. I was outraged when I read this book. I had no idea that that the Daughters of the American Revolution prohibited this great singer from performing at Constitution Hall. It is now clear why Martin Luther King, Jr. delivered his “I Have A Dream” speech on the steps of the Lincoln Memorial. Amazing that Dr. King’s speech didn't happen until August 28, 1963!
- 65. Good teaching isforever being on the cutting edge of a child’s competence. Jerome Bruner