using informational text and content area strategies in...

Using Informational Text and Content Area

Strategies in the Classroom Dr. Kristen Trent

What is informational text?

• Texts with the function of conveying information with particular features – Timeless verb constructions

– Graphical devices

– Certain text structures • (Duke, 2000)

Why is informational text important?

• Nearly 44 million adults cannot extract information from text.

• Approximately 96% of sites on the World Wide Web are expository.

• The majority of reading and writing adults do is non-fiction or informational.


• Large proportions of American students have difficulty reading and writing informational text. – Particularly minority and low-income

students

– Usually associated with “fourth grade slump”


• Academic achievement in a wide range of subject matter depends in part on the ability to read and write informational text. – (CIERA, 2001)

What are the benefits of informational text?

• It can be entertaining.

• Some students prefer expository text.

• Informational text can help answer questions and solve problems; it can raise questions and pose problems.

What are the benefits of informational texts?

• It can build background knowledge and build upon background knowledge.

• Expository text can connect a variety of curriculum areas.

How do we incorporate expository text?

• Increase access.

• Increase instructional time.

• Increase explicit teaching of strategies with lots of opportunities for guided and independent practice.

How do we incorporate expository text?

• Increase attention to unique and challenging characteristics of informational text.

• Ensure that text is used for authentic purposes.

Increase Access to Informational Text

• Low SES Districts – 6.2% Informational

Texts – 0.5% Narrative

Informational Texts

– 0.1% Informational Poetry

• High SES Districts – 11% Informational

Texts – 1.57% Narrative

Informational Texts

– 0.13% Informational Poetry

Increase Instructional Time with Expository Text

• Evidence that instructional time with expository text is short – Data from basal reading series

• (Hoffman et al., 1994; Moss and Newton, 1998)

– Data from teacher surveys • (Pressley, Rankin, and Yokoi, 1996; Yopp and Yopp,

2000)

– Data from classroom observation • (Duke, 2000; Kamberelis, 1998)

Understanding Different Types of Texts

• Narrative Text – Tells stories – Follows a familiar story structure – Usually includes story elements

• Characters, setting, plot, resolution, theme

– Includes short stories, folktales, fables, myths, legends, biographies, autobiographies, science fiction, plays

Understanding Different Types of Text

• Informational Texts – Can be referred to as expository text – Explain information or tell about topics in different ways – Provides a framework for comprehension of content area

textbooks – Contains structures that can differ from one text to

another or within a single passage – Includes informational books, content area textbooks,

newspapers, magazines, brochures, and catalogues

Understanding Different Types of Texts

• Listening to and reading both types of texts helps students: – Comprehend a variety of written materials – Build and extend background knowledge – Develop vocabulary – Make connections to real life experiences – Learn how different texts are written and

organized – Distinguish different genres

What makes expository text so difficult?

• Text Assignment Features – Unique and challenging characteristics

• Particular kinds of language and text structures

• Technical and specialized vocabulary

• Epistemological issues

• Locating the texts

• Variance of readability

• Multiple concepts presented

What makes expository text so difficult?

• Reader Variables – Varied levels of experience

– Lack of instruction in informational text

– Varied motivation and interest

– Gaps in knowledge of study techniques

– Previous emphasis on skills and not process

Metacognitive Readers • Tacit Readers

– Lack awareness of process

– Unconsciously incompetent

– Don’t know that they don’t know

• Aware Readers – Realize reading

problem – Don’t know how to

address it – Consciously

incompetent – Know they don’t

know

Metacognitive Readers • Strategic Readers

– Know and use a variety of comprehension strategies

– Consciously competent

– Usually know what to do

• Reflective Readers – Apply strategies as

needed – Reflect, revise,

adjust – Consciously

competent – Know what to do

and do it regularly

Different Types of Expository Text

• Descriptive – Does the text tell what

something is?

• Cause/Effect – Does the text give the

reasons for why something happened?

• Because, then, so, for this reason, results, since, thus, therefore

• Sequence – Does the text tell how

to do something? • First, second, then,

next,finally

• Problem/Solution – Does the text state a

problem and offer solutions?

Different Types of Expository Text

• Compare/Contrast – Does the text show how

two things are alike or different?

• Same, similar, although, however, on the other hand, rather, but, yet, still, than, instead of

• Enumeration or Category – Does the text give a

list of things that are related to a topic?

• An example of, for instance, another, next, finally

What can we do? • Increase access to informational text.

• Increase instructional time with expository text.

• Increase explicit teaching of comprehension strategies with lots of opportunities for guided and independent practice.

What can we do? • Increase attention to the unique and especially

challenging characteristics of informational text. • Ensure that informational text is used for

authentic purposes – For pleasure – To pass the time – To increase general knowledge – To find out something you want or need to know – And, for writing, to convey to someone else who needs to

know

Where should this occur? • Supportive environments with lots of time

to read and be read to • Expert scaffolding • Rich talk about text • Lots of reading and writing about text • Ongoing assessment • Plenty of attention to enabling content and

skills

What are some strategies for explicitly teaching expository

text?

• Monitoring and adjusting

• Activating relevant prior knowledge

• Generating questions

• Thinking aloud

• Attending to and uncovering text structure

• Drawing inferences

• Constructing visual representations

• Summarizing


text?

• Pre-Reading – Front Loading

• Differentiated activities

• Connected to students’ prior knowledge

• Establishes focus and purpose

• Builds scaffolding

• Explores and expands vocabulary


text?

• Pre-Reading Activities – Anticipation/Reaction Guides

• Read statements and make predictions.

• Read the text.

• Mark correct response.

• Record page and paragraph.

• Share reflections.


text?

• Pre-Reading Strategies – Story Impressions

• Write paragraph using words in order.

• Read paragraph to class or group.

• Read text to check accuracy and compare paragraph to text.


text?

• Pre-Reading Strategies – Wordsplash

• Brainstorm, predict, and write complete sentences.

• Explore word relationships by directly manipulating words.

• Read text and compare.

• Revise writing to reflect new learning.

• Summarize and share learning with class.


text?

• During Reading – Guided and structured

– Explicit instruction

– Active participation • Silent and independent

– Builds on Pre-Reading strategies


text?

• During Reading – SQ3R

– Insert Note Taking

– Discussion Web


text?

• During Reading – SQ3R

• Survey: preview and make predictions

• Question: form questions based on major headings

• Read: read using two column notes

• Recite: summarize with partner

• Review: answer questions and discuss


text? • During Reading

– Insert Note Taking • Prepare graphic organizer and code post-it

notes • Read to look for and mark

– New information I know – New information I don’t understand

• Transfer to graphic organizer • Share as teacher records class response • Teacher explains class GO as students take

notes


text?

• During Reading – Discussion Web

• Present a controversial question

• Read to develop argument

• Cite evidence to support view on graphic organizer

• Discuss and develop consensus

• Write and present conclusions


text?

• Post-Reading Activities – Checks for understanding

– Clarifies comprehension

– Reinforces skill and strategy instruction

– Extends and expands knowledge

– Addresses variety of strengths and needs


text?

• Post-Reading – Save the Last Word for Me

– R.A.F.T. (Role, Audience, Format, Topic)


text?

• Post Reading – Save the Last Word for Me

• Read and search for statements you react to

• Write statements on cards

• Write reactions on back of cards

• Share and respond in small groups

• Group decides 2 significant things learned


text?

• Post Reading – R.A.F.T. (Role, Audience, Format, Topic)

• Read assigned text

• Brainstorm and select role, audience, format, and topic

• Review and synthesize to write RAFT

• Share and discuss

Cornell Notes • 1. First Step - PREPARATION

– Use a large, loose-leaf notebook. Use only one side of the paper. (you then can lay your notes out to see the direction of a lecture.) Draw a vertical line 2 1/2 inches from the left side of you paper. This is the recall column. Notes will be taken to the right of this margin. Later key words or phrases can be written in the recall column.

• 2. Second Step - DURING THE LECTURE – Record notes in paragraph form. Capture general ideas, not

illustrative ideas. Skip lines to show end of ideas or thoughts. Using abbreviations will save time. Write legibly.

• 3. Third Step - AFTER THE LECTURE – Read through your notes and make it more legible if necessary.

Now use the column. Jot down ideas or key words which give you the idea of the lecture. (REDUCE) You will have to reread the lecturer's ideas and reflect in your own words. Cover up the right-hand portion of your notes and recite the general ideas and concepts of the lecture. Overlap your notes showing only recall columns and you have your review.

Interactive Notes • Before Reading

– List text features, ask questions, make predictions

• During Reading – Question and comment

• After Reading – Summarize and synthesize

Q Notes • Combines Cornell notes and SQ3R

– Questions in left hand margin

– Quiz answers in right hand margin

– Review, reflect, reflect

Explicit Content Area Instruction

• Individualizes Instruction • Encourages Active Participation • Promotes H.O.T.S. • Develops Metacognition • Creates Successful Readers

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