Critical Reading Charting the Text

Review of main ideas Research tells us that the lack of explicit instruction in reading strategies has resulted in students moving through secondary education deficient in reading. The gap that exists between what students are learning in high school and what they are expected to know in college has raised serious concerns among secondary and post- secondary faculty. In 2007, ACT released a report that claims literacy instruction is still not systematically taught in many secondary classrooms, despite considerable research about the importance of selective and purpose-driven reading of expository texts. Students who are college ready… • Posses a deep knowledge of reading strategies • Construct original papers with evidence and sound reasoning • Analyze and interpret ideas • Retain critical concepts in content areas • Select skills and approaches that best fit the reading and or writing situation What inferences can we make in regards to reading and college readiness?

Why use charting the text? As students move through secondary education and into college, they will be expected to account for the main ideas in a text and articulate how those ideas are constructed. Since charting requires careful reading and a deep analysis of what the author is doing, students can speak or write about a text with greater insight and sophistication. Charting helps with writing too. Students can analyze a writer's decisions and mimic those academic moves (like introducing sources, interpreting data, or describing a process) in their own writing. "Charting a Text" is an excellent strategy to teach our students because it helps them become better readers and writers.

Two types of charting the text Macro-structure: larger structure of a text---that is, how it is organized. The organization of a text depends on what type of text is (a letter, a memo, an essay). Look at example 1 on page 103 to see how the reader breaks down the organization of the text. Micro-structure: examining individual paragraphs and articulate what the arthor is saying and doing in each paragraph. Look at page 109 to see an example before we go into a more in-depth discussion.

Developing a reading purpose If we want our students to analyze the structure of a text, we should develop reading purposes or writing prompts that direct students to do this type of work. For example, in social science, a teacher might want his or her students to analyze how a particular section in the textbook is constructed. The teacher has realized that knowing the structure of the reading will help students comprehend more of the material. For this reading assignment, a teacher might use the following reading purpose. Read Section 3.1 in your textbook. While reading, write a brief summary for each section. Then, go back through the text and analyze how the section is structured. While charting the section, think about what the section does first, second, and third. How does each subsection relate to the other? What impact does the structure have on the overall meaning or message of the section? When students are given a purpose for reading, they reach higher levels of success and engagement.

Selecting a text Before selecting a text, teachers should read it carefully in order to see what it has to offer. Ultimately, we want to choose a text that lends itself well to the teaching of a particular strategy. In this case, we want to select a text that can be charted. Specifically, we want a text that offers a clear structure that students can analyze. The author's decisions should also be clear. Students should be able to distinguish from one paragraph to the next what the author is doing. Selecting the right text will make teaching this strategy much easier.

Step 1: Number each paragraph Use a short article when you do this strategy the first time. Give the article and the worksheet to the student. Tell them number the first three paragraphs. The first time you, just analyze the first three paragraph of your article. Put this on the worksheet.

Step 2: Read the article and summarize Ask a student to read the first paragraph. After they do this, tell them to summarize the paragraph to the person next to them. After one minute tell everyone to put a short summary next to paragraph one under the heading what the author is saying. They record their analysis on their worksheet or they can use their own paper. Tell students to use the guiding questions on the worksheet to help them summarize. Example is on the right.

Step 3: Read the article and analyze Tell students to continue looking at the first paragraph and ask them to talk to their partner to figure out what they think the author is doing? Guide students through this and ask them: Do you think the author is giving an example, interpreting data, sharing an anecdote, summarizing information or reflecting on a process. Tell them to write their response on the chart as shown on the rightside.

Step 4: Continue the steps Continue this process of summarizing (what the author is saying) on the left hand side of the chart and analyzing (what the author is doing) on the right hand side until you get done with all three paragraphs. Their completed chart should look like the sample chart on the right hand side.

Teaching Ideas and Strategies Some suggestions…

Pacing and supporting the lesson Using a document camera, chart paragraphs or sections of text with the whole class. Allow students to work together and talk about their charting statements. Create opportunities for students to chart in pairs. Charting in small groups can work, too. Walk around the classroom while students are reading, rereading, and charting. Assist students who are struggling and focus those who are distracted. Give students ample time for a reading task. Check-in often. Assess what they know and what they still need to learn. Collect students' texts and assess their charting statements. The result of these assessments should guide and drive our instruction. Students should rehearse "Charting a Text" all year with various types of texts and structures. Reading instruction should be done in class. Expecting students to learn this skill at home is unreasonable.

Give students the opportunity to work together The first time you do charting the text, have students pair up so they can help each other with the process.

Walk around the classroom while students are reading, rereading, and charting. Assist students who are struggling and focus those who are distracted.

Sources All information taken from avidonline.org and the Critical Reading resource library.

Contact information Anasone Silivongxay is in the Social Studies Department, the AVID Coordinator, AVID teacher, and AP teacher. If you have any questions implementing this strategy please contact her at: asilivongxay@yumaed.org.