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Informational Reading-Text Structures
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Reading for Information NAEP
• Some features that distinguish informational text from literary text are organization and the way information is presented.
• Informational text is organized by topic and supporting details, whereas literary text is organized by the structure of a story, poem, or drama. Informational texts may have boldface headings, graphics, illustrations, and captions that signal importance in the text. However, some commonalities exist between literary and informational text and the skills and strategies required for reading each. Both require people to analyze critically the text, reflect on it, and draw conclusions.
Why is this information important?
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Informational Text• When reading for information, readers need to know the specific
text structures, or forms of organization (e.g.chronological/sequential order, description, question/answer, problem/solution, comparison/contrast,cause and effect), to develop understanding.
From NAEP• People frequently have different purposes for reading text of this
nature (e.g., to find specific pieces of information, answer a question, or get some general information when glancing through a magazine article). Reading informational text calls for orientations to the text that differ from those used in reading for literary experience because readers are specifically focused on acquiring information. When people read for information, they may select parts of the text they need, rather than reading from beginning to end.
What are the instructional implications?
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The Work of Nell Duke
• Please read the next five slides. . .
Nell K. Duke is an Assistant Professor of Teacher Education at Michigan State University and a researcher with the Center for the Improvement of Early Reading Achievement. Duke has worked with children in early childhood, elementary and secondary settings, most recently as a Primary Grades Literacy Specialist and Director of the Literacy Institute at the Neighborhood House Charter School in Dorchester, Massachusetts. Duke earned her masters and doctorate in Language and Literacy at the Harvard Graduate School of Education and, for two years, served as a Supervisor at the Harvard Literacy Laboratory. Duke's research focuses on early literacy development, particularly among children living in urban poverty. Her specific areas of expertise include addressing the needs of struggling reader-writers and the development of informational literacy.
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Duke-2005• Studies have long shown that the
majority of the reading and writing adults do is nonfiction (Venezky, 1982).
• Approximately 96% of sites on the World Wide Web contain nonfiction, informational text (Kamil and Lane, 1998).
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Duke-2005• Academic achievement in a range of
school subjects and academic fields relies heavily on informational reading and writing.
• Informational literacy is so crucial to
success in American higher education, citizenship, and work that our current era is widely known as the "information age."
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Duke-2005• Nearly 44 million American adults cannot
extract even a single piece of information from a written text if any inference or background knowledge is required (Levy, 1993).
• Large proportions of American students have weak informational reading and writing skills (e.g., Applebee, Langer, Mullis, Latham, and Gentile, 1994; Daniels, 1990; Langer, Applebee, Mullis, and Foertsch, 1990).
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Duke-2005• Low income and minority children are
particularly likely to struggle with informational literacy tasks (Applebee, Langer, Mullis, Latham, and Gentile, 1994; Langer, Applebee, Mullis, and Foertsch, 1990).
• Some education researchers have attributed the "fourth grade slump" in overall literacy achievement in large part to problems with informational literacy (Chall, Jacobs, and Baldwin, 1990).
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Duke-2005• Students' difficulties in science may be
related to their difficulties with informational text because science achievement is associated with the ability to read informational text but not with the ability to read narrative text (Bernhardt, Destino, Kamil, and Rodriguez-Munoz, 1995).
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What Makes Expository Hard?
• Students lack familiarity with the topic
• Greater density in information presented
• Specific technical vocabulary• Complex format and structures• Lack Strategies to deal with
complexity
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Duke-2005Five ways to improve comprehension of
informational text:
1. Increase access to informational text
2. Increase instructional time with informational text
3. Increase explicit teaching of comprehension strategies, along
with lots of opportunities for guided and independent practice
4. Increase attention to the unique and the especially challenging characteristics of informational text
5. Ensure that informational text is used for authentic purposes as
much as possible
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Text features that signal importance
• Fonts and Effects• Cue Words and Phrases• Illustrations and Photographs• Graphics• Text Organizers• Text Structuresfrom Strategies that Work, Harvey and Goudvis, 2000
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Text StructuresText Wiseness-Creating text-wise students
Teaching students how to recognize and represent the organizational patterns commonly used by authors can significantly influence students’ learning and comprehension.
Palinstar, Ogle, Carr-1997
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Teach students to identifythe patterns of organization
Piccolo (1987) recommends introducing and working on the patterns one at a time and in the following sequence:
• chronological order• enumeration• cause/effect and • comparison/contrast, • problem/solution, • question/answer
• Use short, easy paragraphs and the accompanying teacher created maps or graphic organizers to define, explain and illustrate each structural pattern. Help students discover the common distinguishing features in these examples.
Pennsylvania Assessment System Classroom Connections, 2005
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Text structureChronological/Sequential Order: A main
idea is supported by details that must be in a particular sequence.
Description: A major idea is supported by a list of details or examples.
Comparison/Contrast: This text structure is used to point out similarities and differences between two or more people, places, populations etc.
Cause/Effect: The form of writing used to explain why something happens; how facts or events (causes) leads to other facts or events (effects)
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Text Structure continued…Question/Answer: The form of writing
that poses a question and proceeds to answer it throughout the text.
Problem Solution: A form of writing that describes a problem and presents one or more alternatives or solutions.
Procedural: Giving steps in a process. Persuasive:Convinces the reader to adopt
a given point of view or urges the reader toward some specific action prompted by solid evidence.
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Chronological/Sequential Order
For your thinking and planning:• What is being described in sequence?• Why did a chronological order pattern
emerge?• What are the major steps in this
sequence?• Why is the sequence important?
Pennsylvania Assessment System Classroom Connections, 2005
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Text structure:Chronological/Sequential Order
Text structure: Chronological/Sequential OrderAuthor's Purpose: To teach readers how to make lemonade.Major Idea: The steps in making lemonadeSupporting Details: 1. Cut lemons2. Squeeze lemons3. Remove seeds4. Add sugar and water5. Stir6. Refrigerate
Pennsylvania Assessment System Classroom Connections, 2005
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Graphic OrganizerChronological/Sequential
OrderAuthor’s Purpose:Major Idea:Supporting Details:1.2.3.4.5.Important Vocabulary:Important Text Features:Pennsylvania Assessment System Classroom Connections, 2005
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Signal Words and Phrases Associated
with Chronological/Sequential Order• first
next then initially before after when finally preceding following
Pennsylvania Assessment System Classroom Connections, 2005
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Sequence Chronology
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Signal Words and Phrases Associated with
Description
*For Example…*Such as…*Most important…*Also…*And to illustrate…
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For your thinking and planning
Comparison/Contrast• What is the author
comparing/contrasting?• Why is the author
comparing/contrasting these things?• Why did the comparison/contrast
structure emerge?Pennsylvania Assessment System
Classroom Connections, 2005
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Signal Words and Phrases Associated with
Comparison/Contrast
• different from same as similar to as opposed to instead of although however compared with as well as either... or
Pennsylvania Assessment System Classroom Connections, 2005
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Graphic Organizer-Compare/Contrast
Text Structure: Comparison/ContrastAuthor's Purpose: To show similarities and differences between baseball and basketball
Supporting Details Major Idea: Baseball Major Idea: Basketball
Attribute 1:Where played
Played on a field Played on a court
Attribute 2:Number on team
9 players on team 5 players on team
Attribute 3:Item used for play
Uses a ball Uses a ball
Pennsylvania Assessment System Classroom Connections, 2005
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Graphic Organizer-Compare/Contrast
Text Structure: Comparison/ContrastAuthor's Purpose:
Supporting Details Major Idea Major Idea
Attribute 1
Attribute 2
Attribute 3
Attribute 4
Important Vocabulary:
Important Text Features: Pennsylvania Assessment System Classroom Connections, 2005
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For your thinking and planning
Cause and Effect• What is the cause/effect process the
author is describing?• Why did a cause/effect structure emerge?• What is the cause?• What is the effect?
Pennsylvania Assessment System Classroom Connections, 2005
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Signal Words and Phrases Associated with
Cause/Effect• because of
as a result of in order to may be due to effects of therefore consequently for this reason if ... then thus
Pennsylvania Assessment System Classroom Connections, 2005
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Graphic Organizer-Cause/Effect
Text Structure: Cause/EffectAuthor's Purpose:
Cause__________________________(Main Idea)
______________________________________________________________________________(Supporting Details) Important Vocabulary:Important Text Feature:
Pennsylvania Assessment System Classroom Connections, 2005
Effects______________________________________________________________________________
(Supporting Details)
__________________________(Main Idea)
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Signal Words and Phrases Associated with
Question/Answer*Where*How*What*Who*How many*The best estimate
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Signal Words and Phrases Associated with
Problem/Solution
*So…*One reason for the…*A solution…*A problem…
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Persuasive Writing• Convinces the reader to adopt a given
point of view or urges the reader toward some specific action prompted by solid evidence.
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How to access copies of graphic organizers seen
today?• Go to the UCSD Website
• Log-in with user ID and password
• Go to curriculum web page
• Click on K-12 Language Arts Staff
• Click on non-fiction text structures graphic organizers.