Inational Text What’s It All About.ppt

informationaltext:whatsitallabout?,ritamaddoxlanguageartsconsultantapril15,2005,2,rememberthese?sevenbestpracticestructures,reading-as-thinkingrepresenting-to-learnsmallgroupactivitiesclassroomworkshopauthenticexpressionreflectiveassessmentintegrativeunits,3,reading-as-thinking,makingconnectionsquestioningmakinginferencesvisualizingdeterminingimportanceintextsynthesizinginformationfromstrategiesthatwork,harveyandgoudvis,2000,4,reading-as-thinking:makingconnections,betweentextandpastexperienceorbackgroundknowledgebetweentextandanothertextbetweentextandeventsandexperiencesinworldfromstrategiesthatwork,harveyandgoudvis,2000,5,reading-as-thinking:questioning,proficientreaderscontinuallyaskquestionsbeforereadingduringreadingafterreadinggivesapurposeforreadingmonitorsunderstandingofmaterialfromstrategiesthatwork,harveyandgoudvis,2000,6,reading-as-thinking:inferring,usebackgroundknowledgeandexperiencepayattentiontodetailfromstrategiesthatwork,harveyandgoudvis,2000,7,reading-as-thinking:visualizing,createpicturesinyourminduseauthorswordsusebackgroundexperiencemakecomparisonsnotewordsthatappealtosensesfromstrategiesthatwork,harveyandgoudvis,2000,8,reading-as-thinking:determiningimportance,activatepriorknowledgenotecharacteristicsoftextskimtextreadboldprint,illustrations,graphsandtablesreadfirstandlastlineofeachparagraphcarefullytakenotesorhighlighttextfromstrategiesthatwork,harveyandgoudvis,2000,9,reading-as-thinking:synthesizing,retellinformationaddpersonalresponsemakecomparisonsandcontrastsattempttoanswer“iwonder”questionsmakeapplicationofreadingtorealworldfromstrategiesthatwork,harveyandgoudvis,2000,10,whichofthesedoyouthinkaremosteffectivelyusedwithinformationaltext?,makingconnectionsquestioningmakinginferencesvisualizingdeterminingimportanceintextsynthesizinginformationwhy?,11,strategiesthatwork-more.,chapter9,determiningimportanceintext:thenon-fictionconnectionchapter3,strategyinstructionandpracticechapter4,teachingwithshorttextchapter10,synthesizinginformation:theevolutionofthoughtappendixd:magazinesandnewspapersforkidsandyoungadultsappendixf:responseoptionsforeachstrategy,12,informationalreading-somethoughts.,13,readingforinformationnaep(nationalassessmentofeducationalprogress)-2005,involvestheengagementofthereaderwithaspectsoftherealworldreadingforinformationismostcommonlyassociatedwithtextbooks,primaryandsecondarysources,newspaperandmagazinearticles,essays,andspeeches.,14,readingforinformationnaep,somefeaturesthatdistinguishinformationaltextfromliterarytextareorganizationandthewayinformationispresented.informationaltextisorganizedbytopicandsupportingdetails,whereasliterarytextisorganizedbythestructureofastory,poem,ordrama.informationaltextsmayhaveboldfaceheadings,graphics,illustrations,andcaptionsthatsignalimportanceinthetext.however,somecommonalitiesexistbetweenliteraryandinformationaltextandtheskillsandstrategiesrequiredforreadingeach.bothrequirepeopletoanalyzecriticallythetext,reflectonit,anddrawconclusions.whyisthisinformationimportant?,15,naep-informationaltext,whenreadingforinformation,readersneedtoknowthespecifictextpatterns,orformsoforganization(e.g.,causeandeffect,sequentialorder,comparison/contrast,opinionandsupportingarguments),todevelopunderstanding.peoplefrequentlyhavedifferentpurposesforreadingtextofthisnature(e.g.,tofindspecificpiecesofinformation,answeraquestion,orgetsomegeneralinformationwhenglancingthroughamagazinearticle).readinginformationaltextcallsfororientationstothetextthatdifferfromthoseusedinreadingforliteraryexperiencebecausereadersarespecificallyfocusedonacquiringinformation.whenpeoplereadforinformation,theymayselectpartsofthetexttheyneed,ratherthanreadingfrombeginningtoend.whataretheinstructionalimplications?,16,theworkofnellduke,pleasereadthenextfiveslides.,nellk.dukeisanassistantprofessorofteachereducationatmichiganstateuniversityandaresearcherwiththecenterfortheimprovementofearlyreadingachievement.dukehasworkedwithchildreninearlychildhood,elementaryandsecondarysettings,mostrecentlyasaprimarygradesliteracyspecialistanddirectoroftheliteracyinstituteattheneighborhoodhousecharterschoolindorchester,massachusetts.dukeearnedhermastersanddoctorateinlanguageandliteracyattheharvardgraduateschoolofeducationand,fortwoyears,servedasasupervisorattheharvardliteracylaboratory.dukesresearchfocusesonearlyliteracydevelopment,particularlyamongchildrenlivinginurbanpoverty.herspecificareasofexpertiseincludeaddressingtheneedsofstrugglingreader-writersandthedevelopmentofinformationalliteracy.,17,duke-2005,studieshavelongshownthatthemajorityofthereadingandwritingadultsdoisnonfiction(venezky,1982).approximately96%ofsitesontheworldwidewebcontainnonfiction,informationaltext(kamilandlane,1998).,18,duke-2005,academicachievementinarangeofschoolsubjectsandacademicfieldsreliesheavilyoninformationalreadingandwriting.informationalliteracyissocrucialtosuccessinamericanhighereducation,citizenship,andworkthatourcurrenteraiswidelyknownastheinformationage.,19,duke-2005,nearly44millionamericanadultscannotextractevenasinglepieceofinformationfromawrittentextifanyinferenceorbackgroundknowledgeisrequired(levy,1993).largeproportionsofamericanstudentshaveweakinformationalreadingandwritingskills(e.g.,applebee,langer,mullis,latham,andgentile,1994;daniels,1990;langer,applebee,mullis,andfoertsch,1990).,20,duke-2005,lowincomeandminoritychildrenareparticularlylikelytostrugglewithinformationalliteracytasks(applebee,langer,mullis,latham,andgentile,1994;langer,applebee,mullis,andfoertsch,1990).someeducationresearchershaveattributedthefourthgradeslumpinoverallliteracyachievementinlargeparttoproblemswithinformationalliteracy(chall,jacobs,andbaldwin,1990).,21,duke-2005,studentsdifficultiesinsciencemayberelatedtotheirdifficultieswithinformationaltextbecausescienceachievementisassociatedwiththeabilitytoreadinformationaltextbutnotwiththeabilitytoreadnarrativetext(bernhardt,destino,kamil,androdriguez-munoz,1995).,22,reflections,whatdidyounotice?whatsurprisedyou?,23,pennsylvaniaassessmentsystemclassroomconnections,2005,tounderstandinformationaltext,readersneedtoidentifythemajorconceptsintheselectionandtheimportantdetailsthatsupporteachmajorconcept.themannerinwhichthesemajorandsupportingideasareorganizedcanvary.anauthorwritesaninformationalselectiontoprovideinformationforthereader.thenatureofthatinformationandtheauthorsspecificpurposedeterminehowthewriterorganizesconceptsandideas.unlikenarrativetextthathasonepredominantstructuralpattern,informationaltexthasseveralpossibleorganizationalstructures,24,duke-2005,fivewaystoimprovecomprehensionofinformationaltext:increaseaccesstoinformationaltextincreaseinstructionaltimewithinformationaltextincreaseexplicitteachingofcomprehensionstrategies,alongwithlotsofopportunitiesforguidedandindependentpractice4.increaseattentiontotheuniqueandtheespeciallychallengingcharacteristicsofinformationaltext5.ensurethatinformationaltextisusedforauthenticpurposesasmuchaspossible,25,duke-2005,somecomprehensionstrategiesworthteaching-discussmonitoringandadjustingasneededactivatingrelevantpriorknowledgegeneratingquestionsorthinkingaloudattendingtoanduncoveringtextstructuredrawinginferencesconstructingvisualrepresentationssummarizing,26,textfeaturesthatsignalimportance,fontsandeffectscuewordsandphrasesillustrationsandphotographsgraphicstextorganizerstextstructuresfromstrategiesthatwork,harveyandgoudvis,2000,27,fontsandeffects,titles,headings,boldfaceprint,colorprint,italics,bullets,captions,labelsfromstrategiesthatwork,harveyandgoudvis,2000,28,cuewordsandphrases,29,illustrationsandphotographs,30,graphics,diagrams,cross-sections,overlays,distributionmaps,wordbubbles,tables,graphs,chartsfromstrategiesthatwork,harveyandgoudvis,2000,31,textorganizers,index,preface,tableofcontents,glossary,appendixfromstrategiesthatwork,harveyandgoudvis,2000,32,textfeatureconsiderations,howfamiliararethestudentswiththistypeoftextfeature?howfamiliararethestudentswiththeinformationpresentedbythefeature?whatistheauthorspurposeforusingthefeature?howimportantistheaidtotheoverallmeaningofthefeature?whatisthemostappropriatewaytousethistextfeaturetohelpreadersunderstandtheselection?whenisthebesttimetofocusstudentsattentiononthetextfeature:before,duringorafterreading?pennsylvaniaassessmentsystemclassroomconnections,2005,33,textfeatureconsiderations,whatistheauthorspurposeforusingthisspecializedtextfeature?whatarethemainideasrepresented?whydidtheauthorchoosethistypeoffeaturetoconveythemeaning?canyouthinkofanotherwayofconveyingthesamemeaning?pennsylvaniaassessmentsystemclassroomconnections,2005,34,textstructure,becauseofthepossiblecomplexityofinformationalwriting,teachersmayelecttousethefollowingguidelinesforcreatinganinformationalmapassuggestedbyvaccaandvacca(1996):lookforthemostimportantideaintheselection.noteanysignalwordsthatindicateanoverallorganizationalpattern.locateadditionalimportantideas.identifytheirrelationshipstothemostimportantone.outlineordiagramtheseideas,visuallyrepresentinginsomewaythesuperordinateandsubordinateconcepts.pennsylvaniaassessmentsystemclassroomconnections,2005,35,foryourthinkingandplanning.,whydidtheauthorwritethisarticle?whatwastheauthortryingtoproveinwritingthis?whatisthemostimportantideainthisselection?whatarethethreemainpointsmadebytheauthor?arethereotherideastheauthorcouldhaveincluded?whatstatementssupporttheauthorsmainidea?howdoestheauthorprovehis/hermainpoint?canyouthinkofadditionalideasthatwouldsupportthispoint?doyouagreewiththeauthor?why?whynot?pennsylvaniaassessmentsystemclassroomconnections,2005,36,textstructure,chronological/sequentialorder:amainideaissupportedbydetailsthatmustbeinaparticularsequence.enumeration/description:amajorideaissupportedbyalistofdetailsorexamples.comparison/contrast:thesupportingdetailsoftwoormoremainideasindicatehowthoseconceptsaresimilarordifferent.cause/effect:thesupportingdetailsgivethecausesofamainideaorthesupportingdetailsaretheresultsproducedbythemainidea.pennsylvaniaassessmentsystemclassroomconnections,2005,37,teachstudentstoidentifythepatternsoforganization,piccolo(1987)recommendsintroducingandworkingonthepatternsoneatatimeandinthefollowingsequence:chronologicalorderenumerationcause/effectandcomparison/contrast,problem/solution,question/answeruseshort,easyparagraphsandtheaccompanyingteachercreatedmapsorgraphicorganizerstodefine,explainandillustrateeachstructuralpattern.helpstudentsdiscoverthecommondistinguishingfeaturesintheseexamples.pennsylvaniaassessmentsystemclassroomconnections,2005,38,textstructure:chronological/sequentialorder,39,signalwordsandphrasesassociatedwithchronological/sequentialorder,firstnexttheninitiallybeforeafterwhenfinallyprecedingfollowingpennsylvaniaassessmentsystemclassroomconnections,2005,40,graphicorganizerchronological/sequentialorder,41,chronological/sequentialorder,foryourthinkingandplanning:whatisbeingdescribedinsequence?whydidachronologicalorderpatternemerge?whatarethemajorstepsinthissequence?whyisthesequenceimportant?pennsylvaniaassessmentsystemclassroomconnections,2005,42,signalwordsandphrasesassociatedwithenumeration,forinstanceforexamplesuchastoillustratemostimportantinadditionanotherfurthermorefirstsecondpennsylvaniaassessmentsystemclassroomconnections,2005,43,graphicorganizer-enumeration,44,signalwordsandphrasesassociatedwithcause/effect,becauseofasaresultofinordertomaybeduetoeffectsofthereforeconsequentlyforthisreasonif.thenthuspennsylvaniaassessmentsystemclassroomconnections,2005,45,graphicorganizer-cause/effect,46,foryourthinkingandplanningcauseandeffect,whatisthecause/effectprocesstheauthorisdescribing?whydidacause/effectstructureemerge?whatisthecause?whatistheeffect?pennsylvaniaassessmentsystemclassroomconnections,2005,47,signalwordsandphrasesassociatedwithcomparison/contrast,differentfromsameassimilartoasopposedtoinsteadofalthoughhowevercomparedwithaswellaseither.orpennsylvaniaassessmentsystemclassroomconnections,2005,48,graphicorganizer-compare/contrast,49,graphicorganizer-compare/contrast,50,foryourthinkingandplanningcomparison/contrast,whatistheauthorcomparing/contrasting?whyistheauthorcomparing/contrastingthesethings?whydidthecomparison/contraststructureemerge?pennsylvaniaassessmentsystemclassroomconnections,2005,51,caution!,identifyingpatternsoforganizationisnottheultimategoaloftextstructureteaching.thisabilityisonlybeneficialasstudentsinternalizeknowledgeabouttextstructureandsubsequentlyuseittoenhancetheircomprehensi