1. Targeting Text Structure & More: Improving Challenging Reading Skills Kristi Orcutt Literacy Specialist kristio@essdack.org 620-663-9566 Nov 29-30, 2007

2. ©Kristi Orcutt, kristio@essdack.org Housekeeping Welcome!! Schedule Breaks Restrooms Snacks College credit

3. ©Kristi Orcutt, kristio@essdack.org Introduce yourself & share one thing you want to learn today!

4. Topics Reading Standards & Assessed Indicators Strategies to Teach Challenging Reading Skills Text Structures Text Features Vocabulary Making Inferences & Drawing Conclusions Retelling & Summarizing ALL the tested reading indicators!

5. ©Kristi Orcutt, kristio@essdack.org “ The Notebook”

6. ©Kristi Orcutt, kristio@essdack.org, 2007

7. 1. Text Type 2. Text Structure 3. Text Features What’s confusing for students?

8. Pencils Down! Analyze the following image. You will be asked to reproduce this in a moment…

10. ©Kristi Orcutt, kristio@essdack.org, 2007 You have one minute to draw!

12. ©Kristi Orcutt, kristio@essdack.org, 2007 You have one minute to draw!

13. 17766024365911

14. ©Kristi Orcutt, kristio@essdack.org, 2007 Write the number from memory!

15. American Revolution / Declaration of Independence Let’s try again but think... Minutes / hours / days Emergency

16. 1776 60-24-365 911

17. What does this have to do with reading? af

18. The better a student understands the purpose, structure, and features of text, the higher the comprehension

19. ©Kristi Orcutt, kristio@essdack.org, 2007 1. Text Type 2. Text Structure 3. Text Features What’s confusing for students?

20. ©Kristi Orcutt, kristio@essdack.org, 2007 Text Types –Narrative –Expository –Technical –Persuasive Text Features –Maps, graphs, italics, text boxes, etc. Text Structures –Description –Sequence –Comparison-Contrast –Cause-Effect –Problem-Solution

21. ©Kristi Orcutt, kristio@essdack.org, 2007 Text Types = Author’s Purpose T-T echnical (to inform, instruct, tell how) Y-Y our Story -Narrative (to entertain) P-Persuasive (to persuade, convince) E-Expository (to inform, tell about, explain)

22. ©Kristi Orcutt, kristio@essdack.org, 2007 Text Types at Each Grade Level GradeNarrative Expository Technical Persuasive 33300 43310 53311 63311 73222 82222 HS2222

23. ©Kristi Orcutt, kristio@essdack.org, 2007 Defining Good Readers “The ability to analyze the author’s purpose and perspective is just as essential as literal and inferential comprehension.” -Gwynne Ellen Ash

24. ©Kristi Orcutt, kristio@essdack.org Why might this be confusing for students?

25. ©Kristi Orcutt, kristio@essdack.org, 2007 Identifying Persuasive Text Whose story is being told? What is the perspective of the writer? –What does he want you to believe/feel/do? Does the writer believe certain things about the story/topic/ world? –How can you tell? –Does the author or narrator tell us about these beliefs, or do we need to guess on the basis of clues?

26. ©Kristi Orcutt, kristio@essdack.org, 2007 Identifying Persuasive Text Whose story is NOT being told? –Why? Would some people disagree with the writer’s beliefs or arguments? –What might they believe or argue instead? Do you agree or disagree with the things the writer would like you to believe? Why?

27. ©Kristi Orcutt, kristio@essdack.org, 2007 Author’s Purpose Green Tab Pages 265-275

28. ©Kristi Orcutt, kristio@essdack.org, 2007 Expository Text “Informational text is the most complicated type of nonfiction because the purposes are so varied. The purpose of informational text dictates the structure. Not all informational texts have the same structure.” - Buss & Karnowski, Reading & Writing Nonfiction Genres

29. ©Kristi Orcutt, kristio@essdack.org, 2007 What are Text Structures? Organizational patterns used in writing Description Sequence * Problem and Solution * Cause and Effect Comparison and Contrast *3rd grade only these two

30. ©Kristi Orcutt, kristio@essdack.org Why is it important that readers can recognize and understand text structures? (Besides that it’s on the state assessment!)

31. ©Kristi Orcutt, kristio@essdack.org Understanding text structure is the KEY to comprehending expository text!!

32. ©Kristi Orcutt, kristio@essdack.org, 2007 Expository Text has NO PLOT LINE to Support Comprehension Resolution Middle End Rising Action Climax Falling Action Exposition Beginning

33. ©Kristi Orcutt, kristio@essdack.org, 2007 Text Structure Research “Many students experience problems comprehending expository text….One reason is that they can’t see the basic structure of the text. Some students get lost in the words and can’t see the big picture.” Dymock, 1998; Dymock & Nicholson, 1999

34. ©Kristi Orcutt, kristio@essdack.org, 2007 Teaching students to recognize common text structures can help students monitor their own comprehension. Text Structure Research

35. ©Kristi Orcutt, kristio@essdack.org, 2007 Changes to Text Structure- KSDE Aug. 8, 2007 Remove text structure items (1.4.6) from narrative passages on developed forms of the state assessment at grades 3-6 Text structure items (1.4.6) will remain for narrative passages on developed forms of the state assessment at grades 7 - HS Text structure items (1.4.6) will no longer be developed for narrative passages for the state assessment at any grade level, grades 3 - HS

36. ©Kristi Orcutt, kristio@essdack.org, 2007 Text structure (1.4.6) will be assessed in expository at grade 3, expository and technical at grade 4, and expository, technical, and persuasive at grades 5 – HS on new forms. Only assess text structure (1.4.6) in a paragraph at grade 3 on new forms Use only “sequence” as an answer choice. Do not use “sequence of events” or “series of steps” on new forms Do not use “problem-solution” and “cause-effect” as answer choices in the same item on new forms

37. ©Kristi Orcutt, kristio@essdack.org, 2007 Text Structure Foldable

38. ©Kristi Orcutt, kristio@essdack.org, 2007 Teaching Text Structures Present and model the use of graphic organizers for each structure Explain that text structures can often be identified by certain clue or signal words Compare and Contrast Venn Diagram: Signal Words: alike, different, similar, same as, both, in contrast, differ

39. ©Kristi Orcutt, kristio@essdack.org

40. ©Kristi Orcutt, kristio@essdack.org, 2007 Example Explicit use of Signal Words Kansas and Hawaii are similar in some ways. Both are states in which farming is a major industry. They are also different, however. Hawaii is a tropical island, while Kansas is in the middle of nowhere. **Signal words can be explicitly stated, as above. They can also be implied.

41. ©Kristi Orcutt, kristio@essdack.org, 2007 Example Implied Signal Words Kansas and Hawaii are states in which farming is a major industry. Hawaii, however, is a tropical island, while Kansas is in the middle of nowhere. **Signal words can be explicitly stated, as above. They can also be implied.

42. ©Kristi Orcutt, kristio@essdack.org, 2007 Your Turn - Let’s Practice! Identify the text structure of your paragraphs –Underline signal words and clues that helped you identify each structure

43. ©Kristi Orcutt, kristio@essdack.org

44. ©Kristi Orcutt, kristio@essdack.org, 2007 Next - Choose one and create a G.O. Example - (problem/solution): Problem: Chimps are rapidly disappearing Solution: Save the rain forests and woodlands Solution: Many people working together

45. ©Kristi Orcutt, kristio@essdack.org, 2007 Teaching Text Structure Make the READING-WRITING CONNECTION: Have students write paragraphs, retell, and summarize material using TEXT STRUCTURE FRAMES

46. ©Kristi Orcutt, kristio@essdack.org, 2007 Text Structure Frames:

47. ©Kristi Orcutt, kristio@essdack.org, 2007 Make the Reading-Writing Connection Text Structure Frames With a partner, write one paragraph on the topic of HOLIDAYS for each of the five text structures. –Use the Text Structure Frames for guidance –Use appropriate signal words and underline them in your paragraphs

48. ©Kristi Orcutt, kristio@essdack.org, 2007 Remember the GOAL! Identifying text structure is NOT the goal Goal is for students to internalize knowledge about text structure and use it to enhance their comprehension –Teach students to use text structures to improve their reading comprehension and writing organization

49. ©Kristi Orcutt, kristio@essdack.org, 2007 Before Reading: Predict Predicting text structures is a pre-reading strategy –Every time you put a text in front of a student, you have the opportunity to teach text structure

50. ©Kristi Orcutt, kristio@essdack.org, 2007 During Reading: Text Coding / Text Mapping Marking, highlighting, chunking, etc. - - text coding helps students see visually how text is presented Make predictions and connections to author’s purpose, main idea, etc. MODEL for students how to do this!

51. ©Kristi Orcutt, kristio@essdack.org, 2007 Text Structure Sorts At your table, sort the paragraphs by text structures. Use the goldenrod Text Structure Mats as a guide.

52. ©Kristi Orcutt, kristio@essdack.org, 2007 Text Structure Sorts Review the sorts in your notebook beginning on page 77

53. ©Kristi Orcutt, kristio@essdack.org, 2007 Teaching Text Structures Show examples of paragraphs that correspond to each text structure Model how to identify signal words Have students sort paragraphs by text structures Have students create a graphic organizer to correspond with a paragraph

54. ©Kristi Orcutt, kristio@essdack.org, 2007 Text Structures - KEY IDEAS Predicting text structures is a pre-reading strategy –Every time you put a text in front of a student, you have the opportunity to teach text structure

55. ©Kristi Orcutt, kristio@essdack.org, 2007 Text Structures - KEY IDEAS Use WRITING to support reading (and reading to support writing) –Text Structure Frames Make predictions / connections between text structure, author’s purpose, and main ideas –Focus on the BIG IDEAS; don’t get caught up in the details

56. ©Kristi Orcutt, kristio@essdack.org, 2007 Remember the GOAL! Identifying text structure is NOT goal Goal is for students to internalize knowledge about text structure and use it to enhance their comprehension Teach students to use text structures to improve their reading comprehension and writing organization

57. ©Kristi Orcutt, kristio@essdack.org, 2007 Text Features What are text features? –Typographical clues - boldface print, italic type –Organizational features - headings, subheadings –Graphic aids - maps, graphs, charts, illustrations, pictures

58. ©Kristi Orcutt, kristio@essdack.org Why is it important that readers can recognize and understand text features? (Besides that they’re on the state assessment!)

59. ©Kristi Orcutt, kristio@essdack.org, 2007 Text Feature Treasure Hunt Try to find an example of each text feature: Titles, graphs, charts, maps, table of contents, pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings, topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists, footnotes, annotations

60. ©Kristi Orcutt, kristio@essdack.org, 2007 Retelling, Paraphrasing, Summarizing Orange Tab - Page 193 + Difference between how it’s taught and how it’s tested Use text structure frames for retelling and writing summaries Model, model, model

61. ©Kristi Orcutt, kristio@essdack.org, 2007 Retelling/Summarizing What’s the difference? What does it look like in the classroom? What does it look like on the state assessment? Read pages 193-207 Coding Directions: * where you make a connection or agree ? where you have a question or disagree !! beside info you want to remember

62. ©Kristi Orcutt, kristio@essdack.org, 2007 Characteristics of a Good Retelling/Summary 1.Shorter than the original 2.Include the main ideas and important details of the text 3.Reflects the structure and order of the original text

63. ©Kristi Orcutt, kristio@essdack.org, 2007 Some Examples Individually, read the passages in your handouts and select the BEST summary for each. Behind ORANGE Tab, Page 227 +

64. ©Kristi Orcutt, kristio@essdack.org, 2007 Create Your Own Multiple Choice Summaries Read the passage. Write a 3-5 sentence summary of the passage that is –Shorter than the original text –Includes the main ideas and important details of the text –Reflects the structure and order of the original text

65. ©Kristi Orcutt, kristio@essdack.org, 2007 Create Your Own Multiple Choice Summaries Next, create one distracter (incorrect answer choice/summary) What are strategies for creating distracters? –Missing main ideas –Missing entire sections (beginning, middle, or end) –Not presented in same order or structure as original

66. ©Kristi Orcutt, kristio@essdack.org, 2007 Making Inferences

67. ©Kristi Orcutt, kristio@essdack.org

68. ©Kristi Orcutt, kristio@essdack.org, 2007 Making Inferences & Drawing Conclusions Ordeal by Check (Check Stories) BLUE Tab - pages 167 +

69. ©Kristi Orcutt, kristio@essdack.org, 2007 Topic, Main Idea, Supporting Details Make Up a Main Idea Activity 1.Take ONE sentence strip each –Supporting details –Topics 2.Form groups by TOPIC 3.Put your sentence strips together to form a paragraph 4.WRITE A MAIN IDEA topic sentence for your paragraph

70. ©Kristi Orcutt, kristio@essdack.org, 2007 Topic, Main Idea, Supporting Details YELLOW Tab - pages 241 + Worksheets Graphic Organizers Resources

71. ©Kristi Orcutt, kristio@essdack.org, 2007 Persuasive Text and Techniques GREEN Tab - pages 276 + Glittering generalities Bandwagon Citing Statistics Citing Authority Testimonials

72. ©Kristi Orcutt, kristio@essdack.org, 2007 Vocabulary PINK Tab - pages 289 + Context Clues Structural Analysis - Prefixes, Suffixes, Roots Figurative Language Vocabulary Cartoons

73. ©Kristi Orcutt, kristio@essdack.org, 2007 Literature GOLD Tab - pages 317 + Graphic organizers and teaching resources for NARRATIVE texts

74. ©Kristi Orcutt, kristio@essdack.org Good Reading on the Web

75. ©Kristi Orcutt, kristio@essdack.org, 2007 What’s the #1 Way to Prepare Students for Success as Readers? It’s All About ATTITUDE!! Thanks for attending!

76. ©Kristi Orcutt, kristio@essdack.org, 2007 www.essdack.org “Staff Blogs” “Kristi Orcutt” –or Search for “Targeting Text Structure & More” Workshop PowerPoint Good Reading on the Web Text Structure Posters in color