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TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston©2015TexasEduca1onAgency/TheUniversityofTexasSystem
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ToolsforDeterminingImportance
LookforaMainIdeaStatement• Mainideascanbedirectlystatedinthetextorinferred.
• “Baumann(1986)foundthatonlyabout15%ofparagraphsinadultexpositorymaterialhavethetopicsentenceintheini1alposi1on.Healsofoundthatonly30%oftheparagraphshavethemainideaexplicitlystatedanywhereintheparagraph.Thesefindingsstronglysuggestthatwemustteachstudentstoovercomethelackofanexplicitlystatedmainidea.”
(Zwiers,2010,p.36)
TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston©2015TexasEduca1onAgency/TheUniversityofTexasSystem 2
LookforaMainIdeaStatement• Whenstudentsdon’tencounteranexplicitmainideainthefirstsentence,theyformaguessaboutthemainideaofthepassageandthenchecklatersentencesagainstthisguess.”
(Kissner,2006,p.42)
• Whenmainideasareimplicit,readersrelyonother“tools”tohelpthemformulateandchecktheirmainideainferences.
TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston©2015TexasEduca1onAgency/TheUniversityofTexasSystem 3
LookforRepeatedWordsorPhrases
Importantinformationisoftenrepeated.Goodreaderslookforrepeatedwordsorphrasesthatcarrysimilarmeaning.Ifauthorsarerepeatingideasorconceptsinvariousways,thenlikelythatinformationisimportant.
TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston©2015TexasEduca1onAgency/TheUniversityofTexasSystem 4
UseTextFeatures• TableofContents• Titles,headings,andsubheadings• Font(colored,italics,bold)• Graphics(e.g.,photos,diagrams,maps,1melines,etc.)
• Captionsandlabels• Definitionsandpronunciationguide
TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston©2015TexasEduca1onAgency/TheUniversityofTexasSystem 48
ChunktheText
“…readerswhoareunawareoftextstructuredonotapproachtextwithanyparticularplanofac1on.Consequently,theytendtoretrieveinforma1onfromthetextinaseeminglyrandomway.Studentsawareoftextstructureontheotherhand,tendto“chunk”ororganizethetextastheyread.”
(Snow,2002,p.40)
TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston©2015TexasEduca1onAgency/TheUniversityofTexasSystem 49
• Descriptive• Sequential/Chronological• CauseandEffect• CompareandContrast• ProblemandSolution
FiveMainTextStructures
TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston©2015TexasEduca1onAgency/TheUniversityofTexasSystem 59
Descrip1veTextStructure• Descrip1vetextsarewrittentodescribeanobject,
person,place,eventoridea.• Thetopicisdescribedbylis1ngorexplainingitsfeatures
orcharacteris1cs;oftenexamplesareprovided.• Descrip1vewri1ngisfilledwithdetails;somedetailsare
interes1ngandsomedetailsareimportant.Justbecauseadetailisinteres1ngdoesn’tmakeitmostimportant.
• Themainideaindescrip1vetextismaybeimplicitlystated.
• Crea1ngmentalimageswhilereadingdescrip1vetexthelpstomoreeffec1velyiden1fythemainidea.
(Kissner,2006,p.56-57)
TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston©2015TexasEduca1onAgency/TheUniversityofTexasSystem 8
SignsofDescriptiveTextStructure
• Specificcharacteris1csorfeaturesaredescribedorexplained(size,shape,loca1on,color,etc.).
• Descrip1veadjec1vesareusedthroughoutthetext.• Detailsareprovidedtohelpthereadervisualizethetopic.
• Examplesareoftenprovided(forinstance,suchas,anexample,toillustrate,todemonstrate).
• Thetopicwordorasynonymforthetopicisoftenrepeated.
TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston©2015TexasEduca1onAgency/TheUniversityofTexasSystem 9
Descrip1veTextStructureGuidingQues1ons
• Topic:Whatspecifictopic,person,idea,orthingisbeingdescribedorexplained?(One-twowords.)
• ImportantDetails:Howisthetopicbeingdescribedorexplained?(Whatisit,whatdoesitlooklike,whatdoesitdo,whathappens,etc.)
• MainIdea:Whatfeaturesorcharacteris1csareimportanttorememberorunderstandaboutthetopicbeingdescribed?(Onesentenceorless.)
• Summary:Whatarethemainideasandimportantdetailsthatarenecessarytoinclude?Howwillyoustatetheminyourownwordsfollowingthestructureofthetext?(Asconciselyaspossible.)
TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston©2015TexasEduca1onAgency/TheUniversityofTexasSystem 10
Descrip1veTextStructureUsingaGraphicOrganizer
9 TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston
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ModelingWithThink-Alouds(Step5)
9-10 TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston
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Whatchangesoccurinanecosystem?
9-10 TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston
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Ecosystem Changes
Changesbalanceeachotherout- Organismslive/die- Evapora1on/rain
Bigchangesaffecttheecosystem- Erosion- Popula1onchange
Successionoccurswhenbigchangescauseanecosystemtochangeintoadifferentecosystem.
Whatchanges
occurinanecosystem?
Smallchangesconstantlyoccurintheecosystembutthesehavenoaffectontheecosystem.
Theycausenochangeintheoverallecosystem
Successionistheprocessofanecosystemchangingintoadifferentecosystem
Smallchangesinanecosystembalanceoutcausingnoaffecttotheoverallecosystem.
TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston©2015TexasEduca1onAgency/TheUniversityofTexasSystem 57
PlanningYourThink-Aloud(Step5)
YourTurn:• ReadparagraphoneofThe
Aztecs.• Onablankgraphicorganizer,
recordthetopic,importantdetails,andmainidea.
• Thinkabouthowyouwillexplainyourthinkingtotheclass.
• Practiceyourthink-aloudwithyourpartner.
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TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston©2015TexasEduca1onAgency/TheUniversityofTexasSystem
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TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston©2015TexasEduca1onAgency/TheUniversityofTexasSystem
RereadandDiscusstoClarifyandIden1fyMainIdeasintheText
• Rereadtoclarifyandconfirmthemainidea.
• Discusstoconsolidateunderstandingandrememberthetextbetter.
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TheChildren’sLearningIns1tuteatTheUniversityofTexasHealthScienceCenteratHouston©2015TexasEduca1onAgency/TheUniversityofTexasSystem
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