Comprehension Benefits of Teaching Text Structure, Composition, and Metacognition in the Foreign Language ClassroomBY KRISTINA CAMPBELL

Text Structure

“Text structure refers to how the information within a written text is organized” (adLit.org)

Organization Introduction Body Conclusion

The ties that bind: Cohesive elements Assists the reader in developing a sense of text

structure Allows learner to predict information that

follows Use headings to predict content

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Text Structure Example: Comparison and Contrast Texts

Prep students with signal word vocabulary Supporting information: first, second, next,

finally Comparison/contrast: similar to, however, on

the other hand, but Brainstorm structure possibilities

i.e. all comparison information in one paragraph, or back and forth comparison and contrast

Introduction- presents items to be compared Body- presents comparison and contrast

information Conclusion- may include a decision or summary

on the items debated

What types of texts include comparison/contrast information?

Nonfiction, informational articles, etc.

Dogs

MiceCats

Literary Structure

Teaching story elements Assists the learner by providing a frame

of reference for processing and storing information. (Dickinson, et al)

Choosing familiar stories can help with comprehension (i.e. fairy tales)

“Such traditional stories make finding elements simple because they are generally short and uncomplicated in their approach to story telling.” (Vari)

Start small and work your way up Remember signal words: Once upon a

timePhoto from: pennilesswriter.com

Story Elements

Characters Identify the main characters Do the characters change or stay the same?

Setting The beginning of a story should supply a description of the setting in which the story takes

place Setting could change throughout the story

Conflict Conflict arises as the driving action within the story Identify all conflicts presented within the story

Conclusion or solution End of the story, gives a resolution of the story How is the conflict resolved?

Story Elements Example: Little Red Riding Hood

Characters: Little Red Riding Hood, grandmother, Big Bad Wolf, The Woodsman

Setting: Woods, grandmother’s house

Conflict: Wolf wants to eat everybody

Conclusion: Woodsman saves Red and grandmother by cutting them out of the Wolf’s belly.

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Metacognition

“…the ability to take strategic steps to remedy the situation when one’s reading does not make sense.” (Peregoy et al)

Students are able to obtain awareness beyond the text

Know thy self: Students know their strengths and weaknesses

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Metacognitive Strategies

State goals of the reading Ask questions (before, during, and after) Ask the students to summarize the text

Also…. What do you already know? What did you not quite understand? How has your thinking changed? What worked and what didn’t?

(Stages and questions from: Nancy Chick article, Center for Teaching)

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References

Literary Elements: T.J. Vari, http://teachers.yale.edu/curriculum/viewer/initiative_06.03.02_u

Metacognition: Nancy Chick, Center for Teaching http://cft.vanderbilt.edu/guides-sub-pages/metacognition/

Metacognition: Jennifer A. Livingston, http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm

Metacognitive strategies: http://www.scilearn.com/blog/teaching-metacognition-thinking-about-thinking