Scaffolding Learning about Text Structures Learning about Text Structures Megan Kratz, 1 st Grade...
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![Page 1: Scaffolding Learning about Text Structures Learning about Text Structures Megan Kratz, 1 st Grade Teacher, mckratz@fcps.edu. Alexa McKenrick, Reading Recovery & LLI Teacher. akmckenrick@fcps.edu](https://reader033.fdocuments.us/reader033/viewer/2022042708/5aeeb3857f8b9a572b8d195a/html5/thumbnails/1.jpg)
Scaffolding Learning about
Text Structures
Megan Kratz, 1st Grade Teacher,
Alexa McKenrick, Reading Recovery & LLI Teacher
Fairfax County Public Schools 1
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Overview of Session
• What is text structure? Why is it important?
• How do different teaching contexts support students’ understanding of text structure?
– Video clips of Interactive Read Aloud (IRA), Shared Reading (SR), and Guided Reading (GR)
– Planning teacher talk
• Other contexts that extend learning about text structures
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As a result of this session, you will:• Understand why text structure is important;
• Develop an awareness of text structure;
• Hear and see how teaching language evolves to teach, prompt, and reinforce for strategic actions;
• Plan your teaching language to support learning about text structures.
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Text Structure is….The way a text “works.”
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“Knowing the overall organizational pattern, as well as underlying structures such as comparison and contrast, provide a scaffold for deriving and
understanding the information”
-Fountas and Pinnell, When Readers Struggle, 319
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Why is Text Structure Important?
Text Structure
Predicting
Make connection
Scaffold for re-telling
Enjoyment
Search for information
Author’s message
Adapted from The Continuum of Literacy Learning, Fountas & Pinnell
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EXAMPLES OF TEXT STRUCTURESAdapted From Revisit, Reflect, and Retell by Linda Hoyt
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DESCRIPTION
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PROBLEM/SOLUTION
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CUMULATIVECAUSE/EFFECT
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TIME/ORDER
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COMPARE/CONTRAST
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DIRECTIONS
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OTHER TEXT STRUCTURES
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Awareness of Text Structure
Sort the books at your table by text structure.
Use the index cards labels or
your own label for the different structures.
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Teaching Contexts
• Allows us to scaffold our teaching to support a Deeper Understanding of Text Structure
• Levels of support in IRA, SR, GR Overview
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Interactive Read Aloud (IRA)
• Watch how a teacher presents text structure during an IRA– Note teacher language and student responses.
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IRA
• Share examples of explicit language to teach structure.
• How did teacher use think alouds or reinforcing language to support her students’ understanding of the structure?
• Consider how the teacher might revisit the same text or text with similar text structure.
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Shared Reading (SR)
• Watch how the teacher invites students to engage in a strategic action that is supported by the text structure.– Note teacher language and student responses
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SR
• Share examples of teacher language and student responses.
• What evidence was there that students used text structure to aid comprehension?
• How did the teacher scaffold so that the students were successful? (visual aid, prompts, think aloud)
• Other examples of using this book to teach other strategic actions….
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Guided Reading
• Watch how the teacher prompts students to use text structure as they discuss the story. – Note teacher and student language
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GR
• Share examples of teacher language and student responses.
• What evidence was there that students used text structure to aid comprehension?
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Other Examples of Scaffolding Learning about Text Structure
• Problem/Solution:
2nd Grade IRA and GR example
• Discuss planning structure.
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Planning Teaching Language across IRA, GR, and SR
• Select a group of books within same structure. Or think about what you are planning to read with your students when you return.
• Plan teacher language, using planning sheet provided or your own method.
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Other Contexts that Extend Learning about Text Structure
• Writing Workshop:
– Pattern books, All about Books
• Literature Discussion/Book Clubs
– Select books by same author or within same series
• Performance Reading
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THANK YOU VERY MUCH FOR YOUR TIME AND ATTENTION!
Please fill out on-line survey.
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