Informational+Text

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//“Learning to read well is a long-term developmental process. At the end point, the proficient adult reader can read a variety of materials with ease and interest, can read for varying purposes, and can read with comprehension even when the material is neither easy to understand nor intrinsically interesting” (RAND Report, 2002, p. xiii). //
 * Informational Text **

//“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). //

**Characteristics of Informational / Expository Text**
(Hoing, Diamond & Gutlohn, 2008, p. 682)
 * communicates facts about the natural or social world
 * can be found in a wide range of genres and formats
 * tends to be more complex, diverse, and challenging than narrative text

**Resources**
> [].
 * Adlit.org. (2011). //An introduction to analytical text structures.// Washington DC: WETA. Retrieved from []
 * Denton, C. et.al. (2007). //The Reading Teacher's Sourcebook.// The Meadows Center. Available from
 * Hoing, B., Diamond, L. & Gutlohn, L. (2008). //Teaching reading sourcebook.// Second Edition. Berkely, CA: CORE (Available from [])
 * Hess, K. (2008). //Teaching and assessing understanding of text structures across grades.// Retrieved from [|http://www.nciea.org/cgi-bin/pubspage.cgi.]
 * Kansas ESSDACK. (2007, October 11). //Literacy leaders: text structure resources//. Retrieved from []
 * Nebraska ESUPDO. //Adolescent literacy PLN module//. (2011). Retrieved from http://adolescentlitpln.wikispaces.com/

**Informational Text Structure**
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 * Text Structure Resources:
 * Kansas ESSDACK, Literacy Leaders: []
 * Hess, Center for Assessment: [|TextStructures_KH08.pdf]
 * Adlit, An Introduction to Analytical Text Structures: []
 * Nebraska Language Arts Standard 12.1.6.e
 * //Apply knowledge of organizational patterns found in informational text (e.g., sequence, description, cause and effect, compare/contrast, fact/opinion, proposition/support, concept definition, question/answer).//


 * Insights:
 * usually organized by a limited number of structures
 * one text may use several structures
 * structures are associated with signal words
 * ultimate goal is not to be able to identify text structures, rather to use knowledge of structure to enhance comprehension
 * "Learning the text structures and clues for identifying them can improve students' comprehension and recall of informational text" (Duke & Pearson, 2002 in Hoing, Diamond & Gotlohn, 2008, p. 687).

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 * Instructional Activities: //just a few to get started//
 * //For several good ideas, see the Teaching Text Structure and More PowerPoint from Kansas ESSDACK, Literacy Leaders: [] .//
 * Use graphic organizers to analyze texts and to write. Begin with text specific organizers; then, help students adapt the organizer for different texts; later, help students generalize the use of organizers for different situations and texts. When possible emphasis the connections between items on the organizer (e.g., //this leads to, was caused by, describes that//).
 * Use text structure / paragraph frames. (Try the "[|Text Structure Master Chart]".) Ask students to read a passage and determine its main text structure. Have them use the appropriate frame as a guide to write a summary of the text. (The goal is comprehension of the text through identification of the main idea and details and understanding of signal words.
 * Use text features and scanning for signal words consistently when previewing text in think-alouds or when questioning before reading. Have students underline signal words.
 * Make predictions and connections between text structure, author’s purpose, and main ideas.

**Reciprocal Teaching Resources**

 * [|RECIPROCAL TEACHING BOOKMARK.docx]
 * Adrian Bruce: []
 * Dade-Monroe Teacher Education Center: [| http://www.miamisci.org/tec/materials.html]
 * Anchorage School District: []

**Text Discussion Protocols**

 * []

**Workshop Materials**
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 * Reading Assignment Planning Sheet: [|READING ASSIGNMENT PLANNING.docx]
 * Engaging Adolescents in Informational Text, 6.13.11:
 * Google Doc: []