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1、Informational Text:Whats It All About?,Rita MaddoxLanguage Arts ConsultantApril 15,2005,2,Remember these?Seven Best Practice Structures,Reading-As-Thinking Representing-to-LearnSmall Group Activities Classroom workshop Authentic Expression Reflective Assessment Integrative Units,3,Reading-As-Thinkin
2、g,Making ConnectionsQuestioningMaking InferencesVisualizingDetermining Importance in TextSynthesizing Informationfrom Strategies that Work,Harvey and Goudvis,2000,4,Reading-As-Thinking:Making Connections,Between text and past experience or background knowledgeBetween text and another textBetween tex
3、t and events and experiences in worldfrom Strategies that Work,Harvey and Goudvis,2000,5,Reading-As-Thinking:Questioning,Proficient readers continually ask questionsBefore readingDuring readingAfter readingGives a purpose for readingMonitors understanding of materialfrom Strategies that Work,Harvey
4、and Goudvis,2000,6,Reading-As-Thinking:Inferring,Use background knowledge and experiencePay attention to detailfrom Strategies that Work,Harvey and Goudvis,2000,7,Reading-As-Thinking:Visualizing,Create pictures in your mindUse authors wordsUse background experienceMake comparisonsNote words that app
5、eal to sensesfrom Strategies that Work,Harvey and Goudvis,2000,8,Reading-As-Thinking:Determining Importance,Activate prior knowledgeNote characteristics of textSkim text Read bold print,illustrations,graphs and tablesRead first and last line of each paragraph carefullyTake notes or highlight textfro
6、m Strategies that Work,Harvey and Goudvis,2000,9,Reading-As-Thinking:Synthesizing,Retell informationAdd personal responseMake comparisons and contrastsAttempt to answer“I wonder”questions Make application of reading to real worldfrom Strategies that Work,Harvey and Goudvis,2000,10,Which of these do
7、you think are most effectively used with informational text?,Making ConnectionsQuestioningMaking InferencesVisualizingDetermining Importance in TextSynthesizing InformationWhy?,11,Strategies that Work-more.,Chapter 9,Determining Importance in Text:The Non-Fiction ConnectionChapter 3,Strategy Instruc
8、tion and PracticeChapter 4,Teaching with Short TextChapter 10,Synthesizing Information:The Evolution of ThoughtAppendix D:Magazines and Newspapers for Kids and Young AdultsAppendix F:Response Options for Each Strategy,12,Informational Reading-some thoughts.,13,Reading for Information NAEP(National A
9、ssessment of Educational Progress)-2005,Involves the engagement of the reader with aspects of the real world Reading for information is most commonly associated with textbooks,primary and secondary sources,newspaper and magazine articles,essays,and speeches.,14,Reading for Information NAEP,Some feat
10、ures that distinguish informational text from literary text are organization and the way information is presented.Informational text is organized by topic and supporting details,whereas literary text is organized by the structure of a story,poem,or drama.Informational texts may have boldface heading
11、s,graphics,illustrations,and captions that signal importance in the text.However,some commonalities exist between literary and informational text and the skills and strategies required for reading each.Both require people to analyze critically the text,reflect on it,and draw conclusions.Why is this
12、information important?,15,NAEP-Informational Text,When reading for information,readers need to know the specific text patterns,or forms of organization(e.g.,cause and effect,sequential order,comparison/contrast,opinion and supporting arguments),to develop understanding.People frequently have differe
13、nt purposes for reading text of this nature(e.g.,to find specific pieces of information,answer a question,or get some general information when glancing through a magazine article).Reading informational text calls for orientations to the text that differ from those used in reading for literary experi
14、ence because readers are specifically focused on acquiring information.When people read for information,they may select parts of the text they need,rather than reading from beginning to end.What are the instructional implications?,16,The Work of Nell Duke,Please read the next five slides.,Nell K.Duk
15、e is an Assistant Professor of Teacher Education at Michigan State University and a researcher with the Center for the Improvement of Early Reading Achievement.Duke has worked with children in early childhood,elementary and secondary settings,most recently as a Primary Grades Literacy Specialist and
16、 Director of the Literacy Institute at the Neighborhood House Charter School in Dorchester,Massachusetts.Duke earned her masters and doctorate in Language and Literacy at the Harvard Graduate School of Education and,for two years,served as a Supervisor at the Harvard Literacy Laboratory.Dukes resear
17、ch focuses on early literacy development,particularly among children living in urban poverty.Her specific areas of expertise include addressing the needs of struggling reader-writers and the development of informational literacy.,17,Duke-2005,Studies have long shown that the majority of the reading
18、and writing adults do is nonfiction(Venezky,1982).Approximately 96%of sites on the World Wide Web contain nonfiction,informational text(Kamil and Lane,1998).,18,Duke-2005,Academic achievement in a range of school subjects and academic fields relies heavily on informational reading and writing.Inform
19、ational literacy is so crucial to success in American higher education,citizenship,and work that our current era is widely known as the information age.,19,Duke-2005,Nearly 44 million American adults cannot extract even a single piece of information from a written text if any inference or background
20、 knowledge is required(Levy,1993).Large proportions of American students have weak informational reading and writing skills(e.g.,Applebee,Langer,Mullis,Latham,and Gentile,1994;Daniels,1990;Langer,Applebee,Mullis,and Foertsch,1990).,20,Duke-2005,Low income and minority children are particularly likel
21、y to struggle with informational literacy tasks(Applebee,Langer,Mullis,Latham,and Gentile,1994;Langer,Applebee,Mullis,and Foertsch,1990).Some education researchers have attributed the fourth grade slump in overall literacy achievement in large part to problems with informational literacy(Chall,Jacob
22、s,and Baldwin,1990).,21,Duke-2005,Students difficulties in science may be related to their difficulties with informational text because science achievement is associated with the ability to read informational text but not with the ability to read narrative text(Bernhardt,Destino,Kamil,and Rodriguez-
23、Munoz,1995).,22,Reflections,What did you notice?What surprised you?,23,Pennsylvania Assessment System Classroom Connections,2005,To understand informational text,readers need to identify the major concepts in the selection and the important details that support each major concept.The manner in which
24、 these major and supporting ideas are organized can vary.An author writes an informational selection to provide information for the reader.The nature of that information and the authors specific purpose determine how the writer organizes concepts and ideas.Unlike narrative text that has one predomin
25、ant structural pattern,informational text has several possible organizational structures,24,Duke-2005,Five ways to improve comprehension of informational text:Increase access to informational text Increase instructional time with informational text Increase explicit teaching of comprehension strateg
26、ies,along with lots of opportunities for guided and independent practice4.Increase attention to the unique and the especially challenging characteristics of informational text5.Ensure that informational text is used for authentic purposes as much as possible,25,Duke-2005,Some Comprehension Strategie
27、s Worth Teaching-discussMonitoring and adjusting as neededActivating relevant prior knowledgeGenerating questions or thinking aloudAttending to and uncovering text structureDrawing inferencesConstructing visual representationsSummarizing,26,Text features that signal importance,Fonts and EffectsCue W
28、ords and PhrasesIllustrations and PhotographsGraphicsText OrganizersText Structuresfrom Strategies that Work,Harvey and Goudvis,2000,27,Fonts and Effects,Titles,headings,boldface print,color print,italics,bullets,captions,labelsfrom Strategies that Work,Harvey and Goudvis,2000,28,Cue Words and Phras
29、es,29,Illustrations and photographs,30,Graphics,Diagrams,cross-sections,overlays,distribution maps,word bubbles,tables,graphs,chartsfrom Strategies that Work,Harvey and Goudvis,2000,31,Text organizers,Index,preface,table of contents,glossary,appendixfrom Strategies that Work,Harvey and Goudvis,2000,
30、32,Text feature considerations,How familiar are the students with this type of text feature?How familiar are the students with the information presented by the feature?What is the authors purpose for using the feature?How important is the aid to the overall meaning of the feature?What is the most ap
31、propriate way to use this text feature to help readers understand the selection?When is the best time to focus students attention on the text feature:before,during or after reading?Pennsylvania Assessment System Classroom Connections,2005,33,Text feature considerations,What is the authors purpose fo
32、r using this specialized text feature?What are the main ideas represented?Why did the author choose this type of feature to convey the meaning?Can you think of another way of conveying the same meaning?Pennsylvania Assessment System Classroom Connections,2005,34,Text structure,Because of the possibl
33、e complexity of informational writing,teachers may elect to use the following guidelines for creating an informational map as suggested by Vacca and Vacca(1996):Look for the most important idea in the selection.Note any signal words that indicate an overall organizational pattern.Locate additional i
34、mportant ideas.Identify their relationships to the most important one.Outline or diagram these ideas,visually representing in some way the superordinate and subordinate concepts.Pennsylvania Assessment System Classroom Connections,2005,35,For your thinking and planning.,Why did the author write this
35、 article?What was the author trying to prove in writing this?What is the most important idea in this selection?What are the three main points made by the author?Are there other ideas the author could have included?What statements support the authors main idea?How does the author prove his/her main p
36、oint?Can you think of additional ideas that would support this point?Do you agree with the author?Why?Why not?Pennsylvania Assessment System Classroom Connections,2005,36,Text structure,Chronological/Sequential Order:A main idea is supported by details that must be in a particular sequence.Enumerati
37、on/Description:A major idea is supported by a list of details or examples.Comparison/Contrast:The supporting details of two or more main ideas indicate how those concepts are similar or different.Cause/Effect:The supporting details give the causes of a main idea or the supporting details are the res
38、ults produced by the main idea.Pennsylvania Assessment System Classroom Connections,2005,37,Teach students to identifythe patterns of organization,Piccolo(1987)recommends introducing and working on the patterns one at a time and in the following sequence:chronological orderenumerationcause/effect an
39、d comparison/contrast,problem/solution,question/answerUse short,easy paragraphs and the accompanying teacher created maps or graphic organizers to define,explain and illustrate each structural pattern.Help students discover the common distinguishing features in these examples.Pennsylvania Assessment
40、 System Classroom Connections,2005,38,Text structure:Chronological/Sequential Order,39,Signal Words and Phrases Associatedwith Chronological/Sequential Order,first next then initially before after when finally preceding followingPennsylvania Assessment System Classroom Connections,2005,40,Graphic Or
41、ganizerChronological/Sequential Order,41,Chronological/Sequential Order,For your thinking and planning:What is being described in sequence?Why did a chronological order pattern emerge?What are the major steps in this sequence?Why is the sequence important?Pennsylvania Assessment System Classroom Con
42、nections,2005,42,Signal Words and Phrases Associated with Enumeration,for instancefor examplesuch asto illustratemost importantin additionanotherfurthermorefirstsecondPennsylvania Assessment System Classroom Connections,2005,43,Graphic Organizer-Enumeration,44,Signal Words and Phrases Associated wit
43、h Cause/Effect,because of as a result of in order to may be due to effects of therefore consequently for this reason if.then thus Pennsylvania Assessment System Classroom Connections,2005,45,Graphic Organizer-Cause/Effect,46,For your thinking and planningCause and Effect,What is the cause/effect pro
44、cess the author is describing?Why did a cause/effect structure emerge?What is the cause?What is the effect?Pennsylvania Assessment System Classroom Connections,2005,47,Signal Words and Phrases Associated with Comparison/Contrast,different from same as similar to as opposed to instead of although how
45、ever compared with as well as either.or Pennsylvania Assessment System Classroom Connections,2005,48,Graphic Organizer-Compare/Contrast,49,Graphic Organizer-Compare/Contrast,50,For your thinking and planningComparison/Contrast,What is the author comparing/contrasting?Why is the author comparing/cont
46、rasting these things?Why did the comparison/contrast structure emerge?Pennsylvania Assessment System Classroom Connections,2005,51,Caution!,Identifying patterns of organization is not the ultimate goal of text structure teaching.This ability is only beneficial as students internalize knowledge about
47、 text structure and subsequently use it to enhance their comprehension.Teach students to use the patterns of organization to improve their comprehension.Pennsylvania Assessment System Classroom Connections,2005,52,Revisit your GLCE/Informational TextDiscuss.,What connections can you make between you
48、r GLCE and the text structure information?How could you use this with your students?,53,Remember these?Seven Best Practice Structures,Reading-As-Thinking Representing-to-LearnSmall Group Activities Classroom workshop Authentic Expression Reflective Assessment Integrative Units,How do the Best Practi
49、ce Structures connect with the reading strategies on the previous page?,54,Notes,55,Notes,56,Next steps.,Selection of materialsand/orDevelopment of lesson using strategy or resources,57,Materials/Resource Selection,Teacher/Building/DistrictGrade:Content Area:Materials/resources selected:For use with
50、:Alignment with GLCE:Instructional strategies to be used:Research supporting strategies:Method(s)for differentiating instruction:Resources needed:Directions:Process to check for understanding and/or assessment methodology if applicable:,58,Lesson Instruction Plan,Teacher/Building/DistrictGrade:Conte
