1. Welcome to Class 10
Please find your seat according to the informational text clue found on the card you chose.
Context Clues: Definition by Example
Context Clues: Definition by Apposition
Informational Text Structures: Cause & Effect
Informational Text Structures: Compare/Contrast
Informational Text Structures: Sequence
Informational Text Features

2. Welcome to Class 10 Last Class for this quarter  Instructional focus:
Teaching Students to Read Expository Texts
CLS Submission Guidelines
Course Evaluations

3. Expository/Informational Texts

4. In your table groups...
Share your Chapter 9 Reading Guide

5. Story and Learning Activity
The story for this class is The Lotus Seed by Sherry Garland.
The strategy is Anticipation Guides.

6. Anticipation Guides
Before you read, mark the statements that you think are likely to be true with (T).

7. The Lotus Seed Vietnam was once a kingdom.
Vietnam was once a Spanish colony.
The áo dài is a special kind of dress.
The Bao Dai is a special costume for Vietnamese men.
Lotus blossoms grow on a tree, much like magnolias.
Vietnam gained independence in 1954.
The USA left Vietnam in ____.

11. Anticipation Guides
After having heard the story, read the text selection and mark the statements again, using information you learned from the text.

12. The Lotus Seed Vietnam was once a kingdom.
Vietnam was once a Spanish colony.
The áo dài is a special kind of dress.
The Bao Dai is a special costume for Vietnamese men.
Lotus blossoms grow on a tree, much like magnolias.
Vietnam gained independence in 1954.
The USA left Vietnam in 1975

13. Classroom Application
How might you use Anticipation Guides in a classroom?
For what instructional purpose/s would it be appropriate?
For whom would it be appropriate?
What adaptations might you make? Why?
How might you use this story? What considerations would you make? Why?

14. Classroom Application
To activate background knowledge before reading content area textbooks and informational books
Can also be done with narrative text
Sts change some of their opinions, realizing they have refined their understanding of the subject through the activity
Having questions in mind when you read gives you a purpose for reading and directs attention to big ideas

15. Agenda for Class 10: Expository/Informational Text
Narrative and Expository Text Features
Expository Text Structures
Signal Words
Graphic Organizers
Context Clues

16. Narrative Text Writing that tells a story: Picture books Fairy Tales
Short stories
Novels
Fables
Myths and legends

17. Narrative Text Elements (Structure)
Setting
Characters
Dialogue
Plot
Problem(s)
Attempts to resolve problem(s)
Resolution
Theme or Moral

18. Expository Text Writing that provides information
Written in paragraphs:
Essays
Textbook chapters
Editorials
Articles
Reports
Manuals

19. Reading Expository Texts Requires Comprehension Strategies Such As…
Asking/Answering Questions
Drawing inferences
Determining important ideas
Summarizing and Synthesizing information
Creating visual images (graphic organizers)

20. Expository, Non-Fiction, Informational???
Often the terms “informational text” and “nonfiction” are used interchangeably.
Nonfiction includes any text that is factual.
Informational text is a type of nonfiction.
The primary purpose of informational text is to convey information about the natural or social world.
We use expository and informational interchangeably.

22. Common Core State Standards
RI.2.5:
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently

23. Switch to text features posters?? Slideshow on adobe?

24. Switch to text features posters?? Slideshow on adobe?

26. Also subheadings

28. Photographs and drawings to illustrate the big ideas

29. Switch to text features posters?? Slideshow on adobe?

30. Switch to text features posters?? Slideshow on adobe?

31. Switch to text features posters?? Slideshow on adobe?

32. Switch to text features posters?? Slideshow on adobe?

35. Comparison

37. Figures, maps, and tables to present information visually

38. Switch to text features posters?? Slideshow on adobe?

39. Margin notes to provide supplemental information

40. Expository Text Features
On the website

41. I Have...Who Has? Text Features

42. Expository/Informational Text
External Organization (Text Features)
Format features (introduction, summary, headings, graphs, charts, illustrations, etc.)
Internal Organization (Text Structures)
Characterized by interrelationships among ideas
Represent different types of logical connections among ideas
Good readers know how to look for these relationships (structures) to help them further understand what they are reading.

43. Expository/Informational Text Class 10 resources folder

44. Common Core State Standards
RI.4.5:
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.

45. Expository Text Structures
Enumeration (Description)
A topic, event, object or person is described by listing characteristics, features, traits, and examples
Time Order (Sequence)
Putting facts, events, or concepts into a sequence, using references to time (such as dates) to order them

46. Expository Text Structures
Comparison-Contrast
Pointing out similarities and/or differences among facts, people, events, concepts, etc
Cause-Effect
Showing how facts, events or concepts (effects) happen because of other facts, events or concepts (causes)
Problem-Solution
The writer states a problem and offers one or more solutions

47. Text Structure Sorting Activity
You have a collection of text passages in your envelope.
Determine which text structure is dominant in each of the passages.
Sort the passages under the appropriate heading.
Be ready to articulate the rationale for your decisions.
Why is this important?

48. Why do Teachers Need to Know This?
When students use the five expository text structures to organize their reading and writing, they are more effective readers and writers.
Meaning making is enhanced when readers recognize the structure of ideas and relationships in a text.
Good readers know how to look for these relationships.

49. Signal Words
Often, the text pattern is signaled clearly by means of titles, topic sentences, and cue words.
It therefore can be important to teach students to look for these cue words.

50. Signal Words
If readers are looking for the signals, they are better able to access the text pattern.
This can facilitate comprehension.
Note: Linguists call these words connectives because they connect one idea to another (Halliday & Hasan, 1976).

51. Signal Word Sort
You have received a card containing either a signal word or a text structure.
In a moment, you will stand up, find a partner, and read the word or phrase on your card. If your cards seem to belong to the same text structure, stick together.
Your objective: sort yourselves into groups containing 1 text structure and related signal words.

54. Text Organization Application Activity
In your groups, read the paragraph that you have been assigned.
Decide how the paragraph is organized:
Sequence, description, compare/contrast, cause/effect, or problem/solution
Draw (choose) a graphic organizer that would be appropriate for this paragraph.
Fill out the graphic organizer with the information from the paragraph
Record your work on the paper provided.
Be prepared to share
If you finish early, you may either choose another paragraph or a passage from the text you brought.
Update activity description

55. Graphic Organizers
Each text structure can be represented by graphic organizers.
Teaching students how to use and create graphic organizers can help them be better readers of expository texts.

57. CONTEXT CLUES WITH THE CONTEXT DETECTIVE

58. Context Clues Formal Definition
The meaning of the word is expressed in a direct statement.
Example: Mitosis is the process of cell division consisting of prophase, metaphase, anaphase, and telophase.

59. Context Clues Definition by Example
Can further clarify the formal definition
Example: The following are examples of the commutative property:
a+b = b+a
ab = ba

60. Context Clues Definition by Description
Provides description of the physical qualities or characteristics of the object which the word represents
Example: The capybara looks like a giant guinea pig with webbed feet.

61. Context Clues Definition by Comparison/Contrast
This method gives the author the opportunity to stretch the meanings of words and to be creative in her/his descriptions.
Example: While both metaphors and similes compare something to something else, similes are signaled by the use of like or as.

62. Context Clues Definition by Synonym
Probably the shortest defining device
Example: Peanuts are also known as goobers, groundnuts, and groundpeas.

63. Context Clues Definition by Apposition
The appositive clue is a parenthetical word or phrased used to clarify or define.
Example: Cubism, an abstract art form that incorporates intersecting and often transparent cubes and cones, is usually attributed to Picasso.

64. Context Clues Definition by Origin
An explanation of the history of a word can fix its meaning by providing a setting in which the word can be placed and remembered.
Example: Morphology is the study of word formation, including the origin and function of inflections and derivations (morph=shape, form or structure; ology=indicates the study of).

65. Context Clues
Find examples of at least one of the contextual clues in an informational text.
Share with your table mates.
Be prepared to share with the class.

66. Context Clues Formal definition Definition by example
Definition by description
Definition by compare/contrast
Definition by synonym
Definition by apposition
Definition by origin

67. Submission Guidelines
CLS/edTPA
Submission Guidelines

68. Homework
Read: Tompkins Chapter 11 – Differentiating For Success pp. 360 – 390
Comprehension Learning Segment
Due by Wednesday, December 5:00 on GauchoSpace
Completed Literacy Assessment (including Language Arts Program and Reflection sections)
Due on or before January 11, 2016
Due date for ITCs is December 18, 2015

69. RICA Review Optional December 4th 8:30-11:30 Room 1217
Sign up by midnight tonight

70. RICA Review

71. FYI This course is 2 units in the fall and 3 units in the winter
This quarter you will receive a S/U as a placeholder grade
Your final grade including all assignments will be reflected in your winter quarter grade when the class is weighted with more units and scored with a letter grade

72. Ta Da! There are two course evaluations
ESCIs (1 for each instructor)
Zoomerang
There is a F15 course summary to help.

73. Thank you!
…for a great quarter full of excellent questions, insights, and growth! Cheers to all of your hard work and to all of your future students who will benefit from having YOU as their teacher! Sincerely, Ann and Danielle