1. Chapter 8 Comprehension: Text Structures and Teaching Procedures This multimedia product and its contents are protected under copyright law. The following are prohibited by law: –any public performance or display including transmission of any image over a network; –preparation of any derivative work, including the extraction, in whole or in part, of any images; –any rental, lease, or lending of the program. Copyright © 2013 Pearson Education. All Rights Reserved.

2. Chapter 8 Anticipation Guide

3. Copyright © 2013 Pearson Education. All Rights Reserved. Nature of Text Content Organization –Microstructure -Propositions –Macrostructure -Running summary of text

4. Copyright © 2013 Pearson Education. All Rights Reserved. Narrative Text and Story Schema –Setting –Characters –Plot Story problem Main character’s goals Principal episodes Resolution

5. Copyright © 2013 Pearson Education. All Rights Reserved. Figure 8.1: A Generic Story Map

6. Copyright © 2013 Pearson Education. All Rights Reserved. Expository Text Schema for expository text develops later Greater variety of patterns Less predictable May be more difficult

7. Copyright © 2013 Pearson Education. All Rights Reserved. Types of Expository Text Structures Enumeration-Description Time Sequence Explanation-Process Comparison-Contrast Problem-Solution Cause-Effect

8. Copyright © 2013 Pearson Education. All Rights Reserved. Developmental Retelling Pretelling - explain everyday tasks Guided retelling - aided first by illustrations and then by artifacts, and then story maps, and graphic organizers Written retelling - can be aided by a graphic organizer

9. Copyright © 2013 Pearson Education. All Rights Reserved. Figure 8.3: Graphic Organizer for Enumeration-Description Structure

10. Copyright © 2013 Pearson Education. All Rights Reserved. Role of Questions in Comprehension Develop Concepts, Background, Reasoning, Higher-Level Thinking Fosters Understanding & Retention

11. Copyright © 2013 Pearson Education. All Rights Reserved. Role of Questions in Comprehension (Continued) Planning Questions Placement of Questions –Before reading: activate schema, set purpose –During reading: help process text –After reading: help organize & summarize –Embedded questions: help summarize, reflect, & monitor

12. Copyright © 2013 Pearson Education. All Rights Reserved. Role of Questions in Comprehension (Continued) Types of Questions –Comprehending - Similar to portion of Bloom’s Comprehension level –Organizing - Similar to portion of Bloom’s Comprehension level –Elaborating - Similar to Bloom’s Analysis level –Monitoring

13. Copyright © 2013 Pearson Education. All Rights Reserved. Role of Questions in Comprehension (Continued) Using Wait Time Classroom Atmosphere Techniques for Asking Questions –FELS: Focusing, Lifting, Substantiating –Responsive elaboration –Other probes and prompts –Prompting ELLs; may need extra efforts

14. Copyright © 2013 Pearson Education. All Rights Reserved. Role of Questions in Comprehension (Continued) Accountable Talk –Accountability to learning community –Accountability to knowledge –Accountability to rigorous thinking Think-Pair-Share –Turn and talk is simplified version

15. Copyright © 2013 Pearson Education. All Rights Reserved. Prompting ELLs Request a response in the student’s native language Probe responses when you think student may have information but doesn’t understand the question or needs help responding Hold informal discussions and conversations Use every-pupil responses Model responding and provide starter sentences on a sentence wall Use think-pair-share

16. Copyright © 2013 Pearson Education. All Rights Reserved. Frameworks for Fostering Comprehension Guided Reading (Directed Reading Activity) –Introducing the Text Developing background, concepts, vocabulary, strategies Setting purpose Building interest –Silent Reading –Discussion –Revisiting –Extending

17. Copyright © 2013 Pearson Education. All Rights Reserved. Frameworks for Fostering Comprehension (Continued) Guided Reading (continued) –ELL Students may need more support –Advanced students may need less support –Teachers complete content analysis –Use story elements map with fiction Directed Reading-Thinking Activity –More student-directed than guided reading

18. Copyright © 2013 Pearson Education. All Rights Reserved. Text Walk Introducing the text –Walk students through the selection page by page or picture by picture so that they get an overview of the text. Teachers complete content analysis. –Preview difficult words, concepts, and language structures. –Paraphrase difficult portions of the text. –Have students locate key difficult words that you point out.

19. Copyright © 2013 Pearson Education. All Rights Reserved. Text Walk (Continued) Reading the text Discussing the text –Start discussion by talking about the students’ purpose for reading. –As children read selected portions aloud, note whether the selection is on appropriate level and also analyze the students’ performance to see what strategies they are using and which strategies they might need to work on.

20. Copyright © 2013 Pearson Education. All Rights Reserved. The Cloze Procedure Nature & Purpose of Cloze –Assessing readability –Testing –Developing comprehension Classic Cloze –Teacher deletes words at random Scoring Cloze Discussion for Comprehension

21. Copyright © 2013 Pearson Education. All Rights Reserved. The Cloze Procedure (Continued) Constructing Cloze Exercises –Number of deletions –Types of deletions –Location of deletions Variations –Oral –Word masking –Modified

22. Copyright © 2013 Pearson Education. All Rights Reserved. Critical Reading Nature & Importance –Affective and cognitive skill Uses of Language Understanding Factual Statements and Opinions

23. Copyright © 2013 Pearson Education. All Rights Reserved. Critical Reading (Continued) Recognizing Author's Purpose –Inform –Entertain –Persuade Drawing Logical Conclusions Judging Sources