Journal 1 Building World Knowledge: Motivating Children to Read and Enjoy Informational Text - 4 views

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  #1 Kevin Kerbrat on 30 Jan 12

   

  http://www.readingrockets.org/article/33920/
  
  For my first journal article I too went to readingrockets.org and picked one of the many articles that are very helpful in reading. This article ties in with part of my initial introduction where I stated I had a difficult time comprehending readings when I didn't know much at all about the topic. This article can be found under the reading comprehension section and it is titled, Building World Knowledge: Motivating Children to Read and Enjoy Informational Text.
  
  I think this article does a great job of giving teachers a framework for helping younger students in the case of this article, but I believe this basic framework could be used for just about anybody. There have been some recent studies about children in kindergarten and 1st grade preferring to read nonfiction. By the time they reach fourth grade they lack the necessary skills to read the much more informal textbooks. In this article they use three instructional techniques to help students understand and enjoy the informal texts. The three techniques they talk about are Text impression, Guided Questions, and Retelling Pyramid.
  
  Text impressions is a way to throw out some vocabulary words that will be used in the text most are probably new to the students. They then discuss what they know about those words and in what context they can be used.
  
  Guided Questions set a purpose during reading. I don't how many countless times that I have set off reading something and not had a purpose. Well my purpose is to get done. Well that just isn't a great purpose now is it? This is a time when you can set up questions, and they had a link to a think called the Qmatrix that I found to be a little interesting. It is helpful in writing three different forms of questions, literal, inferential, and extended.
  
  Retelling Pyramid is a nice tool to use at the end of the reading. The pyramid is used to prompt the students about specific items from the reading. In the article it is used in comparing and contrasting a giraffe and a penguin.
  
  I found this article to be very helpful in introductory ways to helping young students being introduced to new informal readings. Like I said earlier I think It can be adapted across any scale of reading when coming across new material that is difficult to comprehend. Instead of wasting your time just reading something to read it, this article shows if you don't know much about the topic your reading about you need to have a purpose and a plan of attack to be able to comprehend the reading.

   

  <div class="cArrow"> </div><div class="cContentInner"><a rel="nofollow" target="_blank" href="http://www.readingrockets.org/article/33920/">http://www.readingrockets.org/article/33920/</a> <br /> <br /> For my first journal article I too went to readingrockets.org and picked one of the many articles that are very helpful in reading. This article ties in with part of my initial introduction where I stated I had a difficult time comprehending readings when I didn't know much at all about the topic. This article can be found under the reading comprehension section and it is titled, Building World Knowledge: Motivating Children to Read and Enjoy Informational Text. <br /> <br /> I think this article does a great job of giving teachers a framework for helping younger students in the case of this article, but I believe this basic framework could be used for just about anybody. There have been some recent studies about children in kindergarten and 1st grade preferring to read nonfiction. By the time they reach fourth grade they lack the necessary skills to read the much more informal textbooks. In this article they use three instructional techniques to help students understand and enjoy the informal texts. The three techniques they talk about are Text impression, Guided Questions, and Retelling Pyramid. <br /> <br /> Text impressions is a way to throw out some vocabulary words that will be used in the text most are probably new to the students. They then discuss what they know about those words and in what context they can be used. <br /> <br /> Guided Questions set a purpose during reading. I don't how many countless times that I have set off reading something and not had a purpose. Well my purpose is to get done. Well that just isn't a great purpose now is it? This is a time when you can set up questions, and they had a link to a think called the Qmatrix that I found to be a little interesting. It is helpful in writing three different forms of questions, literal, inferential, and extended. <br /> <br /> Retelling Pyramid is a nice tool to use at the end of the reading. The pyramid is used to prompt the students about specific items from the reading. In the article it is used in comparing and contrasting a giraffe and a penguin. <br /> <br /> I found this article to be very helpful in introductory ways to helping young students being introduced to new informal readings. Like I said earlier I think It can be adapted across any scale of reading when coming across new material that is difficult to comprehend. Instead of wasting your time just reading something to read it, this article shows if you don't know much about the topic your reading about you need to have a purpose and a plan of attack to be able to comprehend the reading.</div>

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  #2 Linda Clinton on 30 Jan 12

   

  You keyed in on some very important points. Informational texts requires a somewhat different approach from narrative text, and we do have to help students learn strategies to be successful in meeting these texts. The Common Core State Standards (CCSS) place an even greater emphasis on informational text, so this becomes even more important.

   

  <div class="cArrow"> </div><div class="cContentInner">You keyed in on some very important points. Informational texts requires a somewhat different approach from narrative text, and we do have to help students learn strategies to be successful in meeting these texts. The Common Core State Standards (CCSS) place an even greater emphasis on informational text, so this becomes even more important.</div>

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