Engaging Students in Informational Text
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Transcript of Engaging Students in Informational Text
ENGAGING STUDENTS IN INFORMATIONAL TEXTa few strategies
York Public Schools1.17.2011
OBJECTIVESUse strategies to encourage greater
comprehension Setting purpose Text Protocols Questioning Summarizing Graphic Organizers
“Whether you’re a novice or a veteran teacher, using texts effectively requires the willingness to explore instructional strategies and to move beyond assigning and telling.”
--Vacca & Vacca, 2002, p. 6
SUCCESSFUL READERS Use strategies when encountering new words Connect new information to existing
knowledge Continually monitor own understanding Use a variety of effective strategies before,
during, and after reading. Create images of reading content Periodically summarize reading/learning Use textual cues, visuals, structure
Set a purpose and adjust rate and strategy use
COMPREHENSION STRATEGIES
Before Reading Preview the text Set a purpose Activate
background knowledge content vocabulary text structure
Predict
After Reading Determine
importance Infer Summarize Synthesize Question Evaluate
During Reading Monitor own
comprehension Visualize Infer Use “fix-up”
strategies Question Summarize
BEFORE READINGSET A PURPOSE
Purpose affects comprehension.appropriate speed importance of specific informationactivation of relevant background
knowledgememory
Complete a sentence stem The purpose of (source) is to _(inform, persuade,
etc.) (audience) about (topic) by (methods—examples, description, facts, etc.)
BEFORE READINGSET A PURPOSE
Anticipation Guide activate upon prior / background knowledge identify misconceptions provide purpose (support, refute, answer questions)
Before Reading
Statement After Reading
To produce the best grapes for wine, vines should be well-irrigated.The vines with the highest yields tend to produce the most flavorful grapes.
BEFORE READINGPRETEACH, PREVIEW, PREDICT
Preteach key words Key proper nouns, critical concept nouns Target vocabulary
Introduce the “big idea”
Preview (teacher think-aloud) & Predict Brief Think-aloud Link to background knowledge, previous learning “What do you think you will learn about? Why?
DURING READINGASK & ANSWER QUESTIONS
Right There Answers word-for-word in text
Putting It Together Answers throughout text or in different words Must look in more than one place & put
information together
Making Connections Cannot be answered by text alone Require thinking about text, own knowledge, and
how it fits together
DURING READINGDETERMINE MAIN IDEA
Get the Gist Who or what is the paragraph/section about? What is the most important information about
the who or what? Say it in a main idea statement with 10 words or
less. (Repeat and combine the main idea statements
to summarize a longer selection.)
DURING / AFTER READINGDETERMINE MAIN IDEA
TWO STARS AND A WISH Please share two of the most important
or relevant ideas you heard.
Please record something you wish: a question or a comment about
something you heard something you need to know to
understand better a resource you would like posted something to help make the in-service
more engaging, relevant, accurate
A FEW MORE SUMMARY ACTIVITIES
LEARNER SUMMARY:MOSAIC
Draw a window with 5 panes.
Write a single word or short phrase in each pane representing the most important ideas
Connect these ideas/concepts in (1-3) sentences.
WRITE A HEADLINE
1. Consider a chunk of information.
2. Write a short headline to summarize the information.
WRITE NEWS ARTICLE BEGINNING Most information in first two paragraphs
Who? What? When? Where? Why? How?
R.A.F.T. Role Audience Format Topic
You are a kidney in the human body. Write a letter to your host to explain what you need to stay healthy and why the host will be better off if you ARE and STAY in tip-top condition.
(Wormelli, R., 2005, p. 133)