Journal #1 - Unlocking Text Features in Expository Text - 6 views

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  #1 Michelle Voelker on 30 Jan 12

   

  Bluestein, N.A. (2010). Unlocking text features for determining importance in expository text: A strategy for struggling readers. The Reading Teacher, 63(7), 597-600. doi: 10.1598/RT.63.7.7
  
  
  Because much focus in the ELA classroom is on narrative text, it is understandable when a deep weakness in comprehension of expository text exists. This article discusses the strategies to provide students when reading expository texts. The focus of the strategies discussed is the way to scaffold instruction so students can determine important information from informational text.
  
  The article suggests this strategy begins by using a biography, because it usually contains clear text features (Table of contents, index, timelines, photographs) and is sequential in nature, so it is simplest for students to follow. It is suggested that students are taught explicitly how to identify each feature. A key to this strategy is identifying key settings and moments in history that would have contributed to this person's life and behavior. It goes on to instruct how to examine features of their character (things the did/did not do, important words they spoke, beliefs they held) so the student can begin to draw connections between their character and their setting. This understanding served as a transition to journalistic texts, then the more common informational text/textbook genre. A strategy that needs to be taught as well, per the article, is summarization.
  
  
  This article essentially stated what most content area teachers would contend "they already know." The reading of a narrative and informational text requires separate skills, and many teachers do not address these independent needs. This is of use to content teachers because it provides components of informational texts that can serve as tools to assist their students in comprehension. Though many teachers may insist they "already know," this article gives an example and a sequence for teaching expository text comprehension.
  
  In terms of how this will change my future practices, this made me think about how it may aid in my students completing the "How does the text say it" section of close and critical reading. My students are rather competent in summarizing the text, but they still need help in identifying the way the author conveys this meaning. I intend on using this article as a guide in the future when I use informational text in my classroom.

   

  <div class="cArrow"> </div><div class="cContentInner">Bluestein, N.A. (2010). Unlocking text features for determining importance in expository text: A strategy for struggling readers. The Reading Teacher, 63(7), 597-600. doi: 10.1598/RT.63.7.7 <br /> <br /> <br /> Because much focus in the ELA classroom is on narrative text, it is understandable when a deep weakness in comprehension of expository text exists. This article discusses the strategies to provide students when reading expository texts. The focus of the strategies discussed is the way to scaffold instruction so students can determine important information from informational text. <br /> <br /> The article suggests this strategy begins by using a biography, because it usually contains clear text features (Table of contents, index, timelines, photographs) and is sequential in nature, so it is simplest for students to follow. It is suggested that students are taught explicitly how to identify each feature. A key to this strategy is identifying key settings and moments in history that would have contributed to this person's life and behavior. It goes on to instruct how to examine features of their character (things the did/did not do, important words they spoke, beliefs they held) so the student can begin to draw connections between their character and their setting. This understanding served as a transition to journalistic texts, then the more common informational text/textbook genre. A strategy that needs to be taught as well, per the article, is summarization. <br /> <br /> <br /> This article essentially stated what most content area teachers would contend "they already know." The reading of a narrative and informational text requires separate skills, and many teachers do not address these independent needs. This is of use to content teachers because it provides components of informational texts that can serve as tools to assist their students in comprehension. Though many teachers may insist they "already know," this article gives an example and a sequence for teaching expository text comprehension. <br /> <br /> In terms of how this will change my future practices, this made me think about how it may aid in my students completing the "How does the text say it" section of close and critical reading. My students are rather competent in summarizing the text, but they still need help in identifying the way the author conveys this meaning. I intend on using this article as a guide in the future when I use informational text in my classroom.</div>

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  #2 Linda Clinton on 30 Jan 12

   

  You did a nice job of summarizing the article and making connections to your own practice. Around 1990, I took a 2-week summer course on reading in the content areas. The instructor was actually our curriculum director. We brought our content textbooks and wrote specific lessons using the books to teach students the features of text along with the content. That 2 weeks forever changed me as a teacher.

   

  <div class="cArrow"> </div><div class="cContentInner">You did a nice job of summarizing the article and making connections to your own practice. Around 1990, I took a 2-week summer course on reading in the content areas. The instructor was actually our curriculum director. We brought our content textbooks and wrote specific lessons using the books to teach students the features of text along with the content. That 2 weeks forever changed me as a teacher.</div>

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