Unlocking Informational Text Structure © 2012 CICERO Systems™

Text Structure and the Common Core Level of Examination Analysis Common Core Learning Framework Craft and Structure Identifying and defining key terms Determining the main idea © 2012 CICERO Systems™

Framing the Session Why are history texts often difficult for students to comprehend? What skills and strategies do students need to become expert readers of history? What can history teachers do to help struggling readers in their classrooms? © 2012 CICERO Systems™

What factors affect the readability of history texts? Lack of prior knowledge Unfamiliar text structure or schema Difficulty identifying important material from less important material Academic vocabulary and abstract concepts (“isms”) Level of analysis and synthesis Role of visuals, such as maps, graphs and charts, as sources of information © 2012 CICERO Systems™

What are the keys to reading in history? Effective readers of history have a variety of comprehension strategies that they bring to reading a text. These strategies can be grouped in three categories: Before reading or activation of background or prior knowledge During reading or active engagement with the content Continuous or metacognition Effective readers of history are in charge of the process, monitoring how they read and adjusting to ensure success. © 2012 CICERO Systems™

Why is informational text a challenge for students? Informational text makes up 90% of adult reading. Yet, students in elementary school spend an average of 4 minutes per day with informational text. As a result, students are most familiar with narrative text, and are unprepared to be effective readers of informational text. Students need to know how informational texts work, how to prepare to read them, and what to do once they begin reading. The strategies for reading informational text are often not modeled for students. © 2012 CICERO Systems™

How do narrative and informational text differ? Narrative and informational text differ in their organizational pattern, language and purpose. Narrative text typically follows one structure or story grammar. Narrative text includes such elements as theme, plot, conflict, resolution, characters and setting. © 2012 CICERO Systems™

Informational text explains something and reflects a variety of structures or organizational patterns: definition, cause-effect, sequence, categorization, comparison/contrast, enumeration, process, problem-solution, and description © 2012 CICERO Systems™

The main purpose of narrative text is to tell a story. Narrative texts have a beginning, middle and end. Students read narrative text for enjoyment, to analyze story grammar, and appreciate the author’s writing style. © 2012 CICERO Systems™

The purpose of informational text is to inform or describe and often reflects research on a topic. Students read informational text to gain factual information, identify main ideas and trends, and analyze divergent viewpoints on a topic, individual or event. © 2012 CICERO Systems™

Narrative and Informational Text: A Comparison Reader’s Purpose Enjoyment Interpret character Appreciate style Analyze plot Identify story grammar Critically evaluate Informational Reader’s Purpose Identify main ideas Determine trends Consider implications Identify viewpoints Interpret visuals Critically evaluate © 2012 CICERO Systems™

Expressive and emotive Action, humor and style Informational Narrative Typical Language Personal and informal Diverse vocabulary Dialogue Expressive and emotive Action, humor and style Informational Typical Language Formal prose Descriptive Technical terms and concept words Visual supports © 2012 CICERO Systems™

So…how can we help students unlock informational text structure? Understanding how a piece of text is organized helps students make sense of their reading. Each organizational structure presents distinct features and suggests questions that effective readers consider before, during and after reading. Understanding the features and elements of text supports students in their ability to navigate through the text and increases their understanding of the relationship between the concepts presented and the structure of the text. The more opportunities students have to discover and become familiar with the features of informational text, the greater their ability to become effective readers. © 2012 CICERO Systems™

Comparing Narrative and Informational Text Structures Understanding the differences between narrative and informational text begins with a comparison of the two. Select two passages on the same historical topic: one narrative and one informational. Have students read each passage and consider a set of questions based on the three elements of text structure: Purpose: Why did the author write this passage? Vocabulary: What kinds of vocabulary/language does the author use? Structure: How is the text organized? © 2012 CICERO Systems™

Modeling the Strategy © 2012 CICERO Systems™

Modeling the Strategy Narrative Text Read “The O’Connor Family Comes to New York”. Answer each of the following questions: Purpose: Why did the author write this piece? Vocabulary: What kinds of vocabulary/language does the author use? Structure: How is the text organized? © 2012 CICERO Systems™

Checking for Understanding Purpose: Why did the author write this piece? To tell the story of the O’Connor family To tell the story through Bridget’s eyes To introduce us to the members of the family To describe the way the family lived To explain why the family left Ireland © 2012 CICERO Systems™

Vocabulary: What kinds of vocabulary words or language does the author use? Dialogue Words that made us feel sad Words that made us understand the emotions of the characters Some “Irish” language words © 2012 CICERO Systems™

Structure: How is the piece organized? It tells a story It has a beginning, middle and end It has characters, setting and plot It has a conflict that is resolved. © 2012 CICERO Systems™

Modeling the Strategy Informational Text Read “The Irish Potato Famine”. Answer each of the following questions: Purpose: Why did the author write this piece? Vocabulary: What kinds of vocabulary/language does the author use? Structure: How is the text organized? © 2012 CICERO Systems™

Checking for Understanding Purpose: Why did the author write this piece? To give information on the Irish Potato Famine To describe the diseases that people or potatoes got To talk about Britain To tell us how many people died © 2012 CICERO Systems™

Words you find in a textbook Vocabulary: What kinds of vocabulary words or language did the author use? Hard ones Science words Words you find in a textbook © 2012 CICERO Systems™

Structure: How is the piece organized? It has paragraphs It has quotations It has statistics © 2012 CICERO Systems™

Bridging the Gap: Historical Fiction and Picture Books Historical fiction and quality content picture books combine the elements of narrative and informational text. Each can be used to support students in understanding the differences between the two types of text. © 2012 CICERO Systems™

© 2012 CICERO Systems™

Adapting Unlocking Informational Text to the Classroom How might you use the strategy of comparing narrative and expository text in your social studies classroom? What adaptations can you make? © 2012 CICERO Systems™

Next Steps Depending on the goal of the reading, teachers can help students better understand how expository texts work and read them more effectively by teaching them how to: identify the text elements of a paragraph. recognize the transitional words that signal important information or a shift in focus. establish the genre---e.g., cause-effect, definition, persuasive. organize the information within an expository text into an outline for subsequent analysis. © 2012 CICERO Systems™

identify the main ideas throughout the text. use available information such as subheadings to orient and focus their reading. identify the main ideas throughout the text. develop their own questions and apply them to the text. take effective notes for subsequent discussions or writing assignments. © 2012 CICERO Systems™

Final Thoughts Understanding how a piece of text is organized helps students make sense of their reading. Students need explicit instruction in understanding the differences in purpose, vocabulary and structure between narrative and informational text. Understanding the features and elements of text supports students in their ability to navigate through the text and increases their understanding of the relationship between the concepts presented and the structure of the text. The more opportunities students have to discover and become familiar with the features of informational text, the greater their ability to become effective readers of history. © 2012 CICERO Systems™