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![BRACE MAP
World
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Continent
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Ocean
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Asia
Africa
North America
South America
Antarctica
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Europe
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Text Structures and Thinking Maps
The document discusses various text structures and thinking maps that aid in reading comprehension and writing organization, emphasizing the importance of understanding different types such as cause and effect, compare and contrast, and problem and solution. It introduces thinking maps developed by Dr. David Hyerle, which are applicable across subjects and grade levels, providing tools for effective learning and retention. The presentation also highlights signal words, graphic organizers, and references research in education to support these strategies.
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Text Structures and Thinking Maps
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- 2. PRESENTED BY: DACIAGILLIES, Ph.D (Candidate), Ed. S.
- 3. DISC LAB STUDENTDEMOGRAPHICS 0 10 20 30 40 50 60 70 Asian Blacks Hispanic Whites Intense English and LAB
- 4. TYPES OF TEXTSTRUCTURES
- 5. CAUSE AND EFFECT SignalWords For Instance, Such As…, To begin with, An Example, To illustrate, Characteristics, Signal Questions What happened? Why did it happen? What caused it to happen?
- 6. COMPARE & CONTRAST SignalWords Same as, Similar, Alike, As well as, Not only…but also, both, Instead of, Either…or, On the other hand, Different from, As opposed to Signal Questions What happened? Why did it happen? What caused it to happen?
- 7. SEQUENCE Signal Words First, Second,Next, Then, Before, After, Finally, Following, Not long after, Now, Soon Signal Questions What happened? Why did it happen? What caused it to happen?
- 8. PROBLEM AND SOLUTION SignalWords Question is…, Dilemma is…, The puzzle is…, To solve this…, One answer is…, One reason for the problem is…, Signal Questions What happened? Why did it happen? What caused it to happen?
- 9. DESCRIPTION Signal Words For Instance,Such As…, To begin with, An Example, To illustrate, Characteristics, *Look for the topic word (or synonym or pronoun) to be repeated Signal Questions What happened? Why did it happen? What caused it to happen?
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- 14. Adaptable and Flexible LEARNINGSTRATEGIES
- 15. Structure strategy That allowsreader to use author’s organization to understand & organize their own writing
- 16. Using Text Structureto Aid Reading Comprehension Development
- 17. To learn Use DifferentKinds of Text
- 18. Understanding author’s organized and emphasizedideas Allows Exposure to Non-fiction Text Increased learning and thinking
- 19. Such as summaries,recalls,essays Organizationof own writing Text structures aid
- 20. TEACHING TEXT STRUCTURES Invitestudents to write paragraphs using each text structure pattern 4Use the graphic organizers to illustrate these patterns 3 Help students identify the signal words & phrases 2Introduce an organizational pattern 1
- 21. What Are ThinkingMaps Flexible Universal Visual Learning Language Provides Matching of each Thinking Pattern Tools for Reading Comprehension, Writing process, Problem Solving & Thinking Skills Thinking Processes Representation Cognitive Skills Representation Developed 1998 by Dr. David Hyerle
- 22. What Are ThinkingMaps Applicable to all subjects within & at all grade levels Provides Matching of each Thinking Pattern Tools to improve the basics of reading, writing and mathematics Tools used Worldwide Well documented by published articles and brain research Tools for use with other visual aids
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- 25. MORE EFFECTIVE &EFFICIENT LEARNING
- 26. LESSTIMEFOR COVERING OBJECTIVES WITHGREATHER RETENTION
- 27. SIMILAR REPRESTENTATIONOF THOUGHT PROCESSTHROUGH CURRICULA
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- 30. TOOLSFOR ACADEMIC &WORKING CAREERS
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- 35. Step 1 Step3Step 2 Step 1a Step 1b Step 2a Step 2b Step 3a Step 3b FLOW MAP
- 36. Problem Cause 2 Effect2 Effect 1Cause 1 MULTI-FLOW MAP
- 37. Problem Disadv. Solution 3Solution 2Solution1 Adv. Disadv.Adv. Disadv.Adv. TREE MAP
- 38. BRACE MAP World [ whole] Continent [ part ] Ocean [ part ] Asia Africa North America South America Antarctica Australia Europe [ part ] Pacific Atlantic Indian Southern or Antarctic Arctic [ part ] United States Canada Mexico [ part ]
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- 41. GROUP ACTIVITY Complete thinking map Let’sshare Read your passage1 Highlight all signal words and phrases 2 Identify the text structure 3 Choose the correct thinking map 4 65
- 42. Slidedeck by: MichaelReginald jm.linkedin.com/in/michaelreginaldjm
- 43. REFERENCES Akhondi, M., Malayeri,F. A. and Samad, A. A. (2011), How to Teach Expository Text Structure to Facilitate Reading Comprehension: The Reading Teacher, 64:368-372. doi:10.1598/RT.64.5.9 Dole, J.A., Duffy, G.G., Roehler, L.E., & Pearson, P.D., (1991). Moving from the Old to the New: Research on Reading Comprehension Instruction. Review of Educational Research, 61, 239-264. Grabe, W., & Jiang, X. (March 2011). Promoting Reading Comprehension by Raising Students’ Text Structure Awareness. Paper presented at TESOL, Boston, MA, March 24-27, 2010 Kendeou, P. & Van Den Broek, P. (2007). The Effects of Prior Knowledge and Text Structure on Comprehension Processes During Reading of Scientific Texts. Memory & Cognition, 35 (7), 1567-1577
- 44. REFERENCES Meyer, B. J.F. (2003). Text Coherence and Readability. Topics in Language Disorders, 23, 204-224. Meyer, B. J. F., & Poon, L. W. (2001). Effects of Structure Strategy Training and Signaling on Recall of Text. Journal of Educational Psychology, 93, 141-159. Meyer, B. J. F., Ray, M. N. (2011). Structure Strategy Interventions: Increasing Reading Comprehension of Expository Text. International Electronic Journal of Elementary Education, 2011, 4(1), 127-152. Meyer, B. J. F., Wijekumar, K. K., Lin, Y. (2011). Individualizing a Web- based Structure Strategy Intervention for Fifth Graders’ Comprehension of Nonfiction. Journal of Educational Psychology, 103.
- 45. REFERENCES Robertson, K. (2008).Increasing ELL Student Reading Comprehension with Non-fiction Text. Retrieved January 21, 2012 from Sanders, T. J. M., & Noordman, L. G. M. (2000). The Role of Coherence Relations and their Linguistic Markers in Text Processing. Discourse Processes, 29, 37-60. Snyder L., Caccamise D. (2010). Comprehension Processes for Expository Text: Building Meaning and Making Sense in Nippold M., Scott C. (Eds.). Expository Discourse in Children, Adolescents, and Adults. Development and Disorders (pp. 13-39). New York, NY: Psychology Press.