text characteristics affect comprehension… be explicit as you teach students about genre and text...
TRANSCRIPT
Text characteristics affect comprehension…
Be explicit as you teach students about genre and
text structure
Today’s Objectives
1. Review narrative genres & text structures2. Examine several versions of Cinderella for key elements of fairy tales 3. Reflect on the Prove It Process and connect to key ideas in Bearse’s The Fairy Tale Connection
What kinds of narrative texts should be in your classroom
library?
Brainstorm as many “narrative genres” as you can in two minutes.
Genres of Narrative Texts
Traditional Stories: Folktales, Fairytales, Fables, Myths, Trickster Tales, Legends, Tall Tales
Fantasy: animal, toy, science fiction, time fantasy, horror
Realistic Fiction: contemporary (sports, survival, school, family), historical, mystery
Poetry: couplet, free verse, haiku, shape poems,
Multicultural/International: intersecting, but representing specific cultures
IF YOU HAVE ALL OF THESE, WHAT’S STILL MISSING IN YOUR CLASSROOM??
EXPOSITORY TEXTS!!
Nonfiction: – Informational– Biographies– Autobiographies– Expository (textbooks)
Boys love them! Fosters personal inquiry!
Explicitly teach “reading to learn” rather than assume natural transition from learning to read to avoid “fourth grade slump”
Elements of Narrative Text Structures
Setting: realistic (specific or anytown USA), fictional, or fantasy
Character: revealed through words, actions, and descriptions
Plot: Beginning/Middle/End > Conflict and Resolution
Theme: unifying truth, universal message (big idea statements)
Stylistic Elements (structure, figurative language, mood, irony, humor)
Point of view: who’s telling the story?
Comprehension & Response Structures (During & After Reading Narrative Texts)
RETELLING…
B/M/E – 3 sentences/paragraphs
Somebody/Wanted/But/So
Sequence Events>Details
Problem/Feelings and Solution/Feelings
Traditional Tales: Can You Prove It’s
A Fairy Tale? and Multicultural Literature
(reflect differences in cultural beliefs and what’s important in life)
Is this effective for teaching elements of a particular
genre? Benefits of this activity?
Benefits of the intervention in
the Bearse article for reading & writing?
The Fairy Tale Connection (Bearse, 1992) – Purpose?
What “intervention” took place? Key elements?– 1. word splash– 2. read lots of different stories (exposed) – 3. compare/contrast in mini-lessons – 4. wrote (process writing, key components)
What was the purpose of the study? – A. connections to other fairy tales (intertextuality) – B. conscious? Unconscious? Connections…– C. language
The Fairy Tale Connection (Bearse, 1992) – Key findings
61% (11/18 students) made conscious connections to stories they had read previously (naming characters, borrowed plot details; synthesized several fairy tales into their writing) Synthesis was often unconscious, whether the connections were to fairy tales or certain fairy tale elements (e.g., the lead, magical elements)All children, to some extent, internalized sophisticated sentence structure, rhythms, and poetic language of fairy tale language How did that happen??
Key Practices to Foster Reading/Writing ConnectionsFostering reading/writing connections– Immerse students in genre study– Provide explicit instruction in language and
structure of each genre – Provide lots of exposure to multiple texts and
models before you expect students to write in that genre
Q: Why do you think that high-ability students tended to make conscious connections while low-ability students seemed to make unconscious connections?
Homework
For Tuesday, October 25– Finish Book Activity 3 Reflection – Finish Book Activity 4: Magic Treehouse
(read and create five minute strategy script to present in class)
– Chapter 5: (p. 142) and skim handouts on Expository Text Structures (in Text Difficulty handouts)
• (keep in mind with Magic Treehouse book – which mixes fiction, nonfiction, and fantasy)