Mind Map Gallery Comprehension-Text Structures and Teaching Procedures
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Comprehension-Text Structures and Teaching Procedures
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Edited at 2020-10-09 06:13:23
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Comprehension: Text Structures and Teaching Procedures
Another method for building an understanding ofthe structure of narratives is throughreenactments
Reenactment have students acting outa scene or story they have read orheard
A helpful tactic for boostingcomprehension and awareness of textstructure is retelling
It has been proved to provide a sense oftext structure for average and strugglinglearners
There are types of retelling that aim to developretelling abilities in order to improve students'comprehension of selections
Pretelling: at this level, students learn toexplain everyday tasks such as making asandwich
Guided reading: this level comes after students havethe ability to retell the key steps in an activity,students use illustrations and then artifacts to retellthe story
After mastering retelling with illustrations and artifacts, studentscan use story maps or graphic organizers to aid their retellingwhich help students pick out important elements andrelationships among items
Nature of Text: a text hascontent and organization
Knowing Organization: provides path formaking an outline of a story or informationalpiece
A reader with a good idea of storyorganization can use it as a framework forremembering it
Knowing Content: When students read, theytransform text into ideas or details known aspropositions
propositions form a macrostructure
macrostructure is a runningsummary of the text
Narrative Text and Story Schema
Story schema: an internal sense of story thatcontinually grows, and individuals use to guide themthrough a tale, remember the selection, and write theirown stories
Story grammars: a kind of scheme that analyzes astory into parts that tend to concentrate on setting,characters, and plot.
Narrative Texts: narratives progress mostly by the maincharacter's goals, the reader comprehends the story in termsof the main character's attempts to resolve a problem orconflict
Narratives differ in orientation such asaction-oriented and consciousness-orientednarratives
To build a sense of story: the most effective strategy is to read aloud to studentsfrom a variety of materials, most children gain a sense of story from thisexposure, but it is helpful to highlight major structural elements, which can beaccomplished by discussing the story's setting, characters, plot and mainproblem
Asking what, how, and whyquestions highlight major structuralelements
Another tool for teaching story structure is to have students fillout generic guide sheets and story maps as they ask students toread closely so as to complete the maps and requireself-monitoring
The different types of development present inpicture books can be used to show the variety ofnarrative structures
Comprehension of narratives: fostering comprehension ofnarratives requires being aware of the students' level ofknowledge of narratives which can be assessed by asking them toretell a familiar story or to compose a story based on a wordlesspicture book
Also take into account that fostering the comprehension ofnarratives also requires being aware of the students' culture asEuropean American, African American, and Japanese Americanall recount stories in their own way
Expository Text
Expository text is writing that isdesigned to explain or provideinformation
Expository text has a great variety oforganizations patterns and young students havelimited experience hearing and reading it
Expository text is based on acomplex logical scientific style
A mix of narrative and expository text is neededto promote a full range of thinking andcomprehension skills
A key to comprehension of expository text isunderstanding the text structure, which is theway the author has organized his or her ideas
Often content dictates structure
Knowledge of structure has a three benefits: It focuses attentionon individual ideas, it provides a clearer view of the relationshipamong ideas, and it is a framework to aid retention of information
The types of Expository text structures
1. Enumeration-description: this type providesdetails about a subject without giving anycause-effect or time relationship among them
2. Time sequence: this type specifies timeorder with such words as after, today,afterward, etc
3. Explanation-process: this type provides anexplanation of how something works, steps in aprocess are stressed
4. Comparison-contrast: this type presentsdifferences and similarities through words such assimilar and on the one hand
5. Problem-solution: this type has a statement of aproblem followed by a possible solution or seriesof solutions
6. Cause-effect: an effect is presentedalong with a single cause or a series ofcauses
Teachers are advised to model for students howto figure out the author's structure and allowstudents to practice finding it on their own
Teaching expository text structure: being awareof how a text is structured will help readers builda coherent representation of the text
A method to achieve that is the COREmodel (Connect, Organize, Reflect,Extend)
In the Connect step: the teacher helps thestudents build on the known by connecting whatthey know to the topic the text will investigate
In the Organize step: the teacher helps thestudents to see how the information in the text isstructured
In the Reflect step: students think over how thetext is organized and how knowing theorganizaiton helps them better understand it
END OF PART 1.