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Text Structures and Teaching Procedures
- 1. TEXT STRUCTURES AND TEACHING PROCEDURES
- 2. NATURE OF THE TEXT Content Organization Schema/ background Proposition Macrostructure
- 3. STORY GRAMMAR CONSIST OF: Setting; Characters; Plot *story problem/the main character’s goal; *the principal episodes; *the resolution of the problem.
- 4. TECHNIQUES FOR REINFORCING STORY STRUCTURE *Questions When and where does the story take place? Who are the characters? What problem dos the main character face? What does the main character do about the problem? How is the problem resolved? *Story maps *Retelling
- 6. TYPES OF EXPOSITORY TEXT STRUCTURE Enumeration –description for example, for instance. Time sequence after first and then today next finally earlier tomorrow second then third later Explanation – process Comparison-contrast although similar on the one hand but different on the other hand however different from Problem-solution problem solution Cause-effect because therefore thus since for this reason effect
- 8. TECHNIQUES FOR ASKING QUESTIONS FELS Responsive Elaboration Prompting ELLs Think-Pair-Share
- 9. FRAMEWORKS FOR FOSTERING COMPREHENSION Guided Reading (DRA) Directed Reading- Thinking Activity (DR- TA) The Close Procedure
- 10. STEPS IN A GUIDED READING: Introducing the text *Experiential background or concepts *Critical vocabulary *Reading strategies *Purpose for reading *Interest or connection Reading the Text Discussion Revisiting Extending
- 11. PREDICT-READ STRATEGY HAS THE FOLLOWING FACETS: Setting the purposes Obtaining information Keeping goals in mind Keeping personal feelings in bounds Considering options.
- 12. CRITICAL READING Uses of Language Understanding Factual Statements and Opinions Recognizing the Author’s Purpose Drawing Logical Conclusions Judging Sources
Editor's Notes
- Nature of the text A text has both content and organization. Students are prepared for the content when the teacher activates a schema or builds background. As students read, they transform text into ideas or details known as propositions. Propositions are combined, deleted, and integrated to form a macrostructure. The macrostructure is a running summary of the text.
- Various story grammars/schemes are available for analyzing a story into its parts. Although each may use different terminology, they all tend to concentrate on setting, characters and plot. Plot is divided into the story problem and/or the main character’s goal, the principal episodes, and the resolution of the problem.
- These questions will help students create an understanding of action-oriented narratives. Asking what, how, and why questions fosters understanding. What questions generally assess literal understanding; why and how questions help the reader integrate aspects of the story and create causal or other relationships. Story maps are effective because they require students to read actively to complete the maps and also require self monitoring. Retelling one of the best devices for developing both comprehension and awareness of text structure. Combining questions with retelling enhances the effectiveness of the technique.
- Developmental Retelling is a way of improving students’ comprehension of selections as well as their language and cognitive skills by building prerequisite skills and fostering retelling skills that match students’ level of development. Major developmental levels consist of pretelling, guided retelling, and written retelling. Pretelling. At the pretelling level, students learn to explain everyday tasks, such as making a sandwich, playing a game. To retell, the child must be able to think backward to reconstruct the steps of a task and then think forward to put the steps in order. Guided Retelling. In guided retelling, students are aided first by illustrations and then by artifacts. Once students have caught on to retelling with illustrations, have them use props. Props can be puppets; artifacts such as a ball, a bat, a glove; or pictures of objects or people. After mastering retelling with props, students use story maps or graphic organizers to aid their retellings. Reenactments. In a reenactments, students act out a scene or story they have read or heard.
- Children’s schema for expository text develops later than that for narration. One key to comprehension of expository text is understanding the text structure that is, the way the author has organized her or his ideas. Types of Expository Text Structure. Enumeration –description. This type of structure lists details about a subject without giving any cause-effect or time relationship among them. Specific signal words are for example and for instance. Time sequence. Time order is specified. Explanation – process. An explanation tells how something works, such as how coal is formed. Comparison-contrast. This type of structure presents differences and/or similarities. Problem-solution. A statement of a problem is followed by a possible solution or series of solutions. Cause-effect. An effect is presented along with a single cause or a series of causes.
- An arrangement of skills from least demanding to those that require the highest mental powers is known as taxonomy. Comprehending. Students understand prose on a literal level. Organizing. Students select important details from the selection and construct relationships among them. Elaborating. Elaborating entails making connections between information from the text and prior knowledge and includes a wide range of activities: making inferences, creating images and analogies, and evaluating or judging. Monitoring. Monitoring involves being aware of cognitive processes.
- FELS – consists of asking questions and using prompts and probes that are Focusing, Extending, Lifting, and Substantiating. Focusing questions direct students’ attention to a particular topic. Extending questions are designed to elicit clarification and elaboration. Lifting is the crucial stage. Through questioning or other means, the teacher lifts the discussion to a higher level. Substantiating questions ask students what evidence they found or what standards or criteria they used to draw a conclusion, make a judgment, or prove a point. Responsive Elaboration. It is responsive because it is based on students’ answers, which are used as guides to students’ though processes. To use responsive elaboration, teachers listen to answers to determine how students arrived at those responses. Prompting ELLs. Think-Pair-Share. In the Think step, the teacher poses a question or idea and the students reflect on it. In the Pair step, students share their thinking with a partner. In the Share step, the pairs or groups share with the whole class via a spokesperson, who shares not only his or her own thoughts but also those of his or her partner or group.
- *Guided Reading, which is also known as the directed reading activity (DRA) is a framework within which the teacher supplies whatever assistance or guidance students need to read a selection successfully. The ultimate goal in guided reading is to help children learn how to use independent reading strategies successfully. *The DR-TA has designed to help students begin to take responsibility for their own learning. The teacher leads students to establish their own purposes for reading. * Another approach used to foster comprehension is cloze. Cloze is an excellent device for building comprehension. Filling in missing words forces a reader to use semantic and syntactic clues together with symbol-sound information and to predict meaning.
- Critical vocabulary. Vocabulary necessary for understanding the selection is presented. Reading strategies. Most selections require a mix of preoperational, organizational and elaboration strategies. Purpose for reading. Whether set by the teacher or by the class, the purpose for reading usually embraces the overall significance of the selection. Interest or connection. The teacher tries to create interest in the selection. Reading the Text. The first reading is usually silent. During the silent reading, students should monitor their comprehension to check whether they adequately understand what they are reading. The teacher should be actively involved during the silent reading step. Discussion. The discussion begins with the purpose question. The discussion can provide an opportunity to use new vocabulary words. Revisiting. Revisiting takes the form of rereading selected passages and blends in naturally with the discussion. Extending. Extending activities offer opportunities to work on comprehension or word-attack weaknesses evidenced during the discussion phase.
- Stauffer structured a predict-read strategy. Setting the purpose. Students have to know how to ask questions about the text they are about to read.
- Critical reading is an affective as well as a cognitive skill. Uses of Language. A good starting point for a study of critical reading is to examine how language is used. What do words do? What functions do statements fulfill? Words are used in four main ways: to describe, to evaluate, to point out, and to interject. Understanding Factual Statements and Opinions. Factual statements are those that can be verified through objective evidence or through analyzing language. Recognizing the Author’s Purpose. The three main purposes for writing are to inform, to entertain, and to persuade. Recognizing which one applies to a particular selection enables to match their reading strategy to the selection. Drawing Logical Conclusions. A conclusion usually entails examining several facts or details and coming to some sort of reasoned judgment based on the information. Judging Sources. Three main criteria are used to judge a source: whether the source has expert knowledge about the subject, whether the information is up to date and whether the source in unbiased.