Chapter 8 Comprehension: Text Structures and Teaching Procedures This multimedia product and its contents are protected under copyright law. The following are prohibited by law: –any public performance or display including transmission of any image over a network; –preparation of any derivative work, including the extraction, in whole or in part, of any images; –any rental, lease, or lending of the program. © 2010 Pearson Education, Inc. All rights reserved.
Copyright Pearson Allyn & Bacon 2010 Chapter 8 Anticipation Guide
Copyright Pearson Allyn & Bacon 2010 Nature of Text Content Organization –Microstructure -Propositions –Macrostructure
Copyright Pearson Allyn & Bacon 2010 Nature of Text (Continued) Narrative Text and Story Schema –Setting –Characters –Plot Story problem Main character’s goals Principal episodes Resolution
Copyright Pearson Allyn & Bacon 2010 Figure 8.1: A Generic Story Map
Copyright Pearson Allyn & Bacon 2010 Nature of Text (Continued) Expository Text –Schema for expository text develops later –Greater variety of patterns –Less predictable –May be more difficult
Copyright Pearson Allyn & Bacon 2010 Nature of Text (Continued) Types of Expository Text Structures –Enumeration-Description –Time Sequence –Explanation-Process –Comparison-Contrast –Problem-Solution –Cause-Effect
Copyright Pearson Allyn & Bacon 2010 Figure 8.3: Graphic Organizer for Enumeration-Description Structure
Copyright Pearson Allyn & Bacon 2010 Nature of Text (Continued) Using Narrative and Expository Text for Mutual Support –Read narrative piece first before complex expository topics –Can read expository first to introduce novels
Copyright Pearson Allyn & Bacon 2010 Role of Questions in Comprehension Develop Concepts, Background, Reasoning, Higher-Level Thinking Fosters Understanding & Retention
Copyright Pearson Allyn & Bacon 2010 Role of Questions in Comprehension (Continued) Planning Questions Placement of Questions –Before reading: activate schema, set purpose –During reading: help process text –After reading: help organize & summarize –Embedded questions: help summarize, reflect, & monitor
Copyright Pearson Allyn & Bacon 2010 Role of Questions in Comprehension (Continued) Types of Questions –Comprehending –Organizing –Elaborating –Monitoring
Copyright Pearson Allyn & Bacon 2010 Role of Questions in Comprehension (Continued) Using Wait Time Classroom Atmosphere Techniques for Asking Questions –FELS: Focusing, Lifting, Substantiating –Responsive elaboration –Other probes and prompts –Prompting ELLs; may need extra efforts
Copyright Pearson Allyn & Bacon 2010 Role of Questions in Comprehension (Continued) Accountable Talk –Accountability to learning community –Accountability to knowledge –Accountability to rigorous thinking Think-Pair-Share –Turn and talk is simplified version
Copyright Pearson Allyn & Bacon 2010 Frameworks for Fostering Comprehension Guided Reading (Directed Reading Activity) –Introducing the Text Developing background, concepts, vocabulary, strategies Setting purpose Building interest –Silent Reading –Discussion –Revisiting –Extending
Copyright Pearson Allyn & Bacon 2010 Frameworks for Fostering Comprehension (Continued) Guided Reading (continued) –ELL students may need more support –Advanced students may need less support –Teachers must complete content analysis –Use story elements map with fiction Directed Reading-Thinking Activity (DRTA) –More student-directed than guided reading
Copyright Pearson Allyn & Bacon 2010 The Cloze Procedure Nature & purpose of Cloze –Assessing readability –Testing –Developing comprehension Classic Cloze –Teacher deletes words at random Scoring Cloze Discussion for comprehension
Copyright Pearson Allyn & Bacon 2010 The Cloze Procedure (Continued) Constructing Cloze exercises –Number of deletions –Types of deletions –Location of deletions Variations –Oral –Word masking –Modified
Copyright Pearson Allyn & Bacon 2010 Critical Reading Nature & importance –Affective and cognitive skill Uses of language Understanding factual statements and opinions
Copyright Pearson Allyn & Bacon 2010 Critical Reading (Continued) Recognizing author's purpose –Inform –Entertain –Persuade Drawing logical conclusions Judging sources
Copyright Pearson Allyn & Bacon 2010 Tools for the Classroom Use prompts & probes to encourage higher-level thinking Struggling students need explicit instruction Review essential Standards Use observation & discussion to assess