TextBased Comprehension Instruction: Focus on Expository Structure

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Text-Based Comprehension Instruction Focus on
Expository Structure

• Group 2
• Mike, Sarah, Dave, Jason

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Expository Structures

• Research has shown that readers who use an
  authors organizational pattern, a pattern guide,
  to structure their memory for reading are able to
  recall more than those who do not.

http//www.ncsd.k12.pa.us/pssa/Reading/rihand13.ht
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Pattern Guides

• 1. Identify a few important concepts in the text
  to be taught.
• 2. Determine the expository pattern used by the
  author.
• 3. Make a chart or diagram for the students to
  complete that represents the text organization
  and the important concepts to be learned.

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Pattern Guides

• 4. On an overhead projector, model for students
  how to use the guide with the first paragraph or
  two of the text.
• 5. Make sure the printed directions provided on
  the pattern guides are clear and understandable.
• 6. After modeling, distribute the pattern guides
  for independent use.

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Concept-Text-Building

• Developed as a structure to improve comprehension
  of expository text.
• Assumptions of for Context-Text-Building
• Build on students existing background of
  knowledge
• Expository text requires special instructional
  attention
• Less familiar for young readers than narrative
  text

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First Step is Planning

• Under planning there is three steps
• The teacher reads the book
• The teacher rereads the text to look for major
  points, questions, or vocabulary
• Thinking of ways that the information being
  learned can be related to other curriculum areas.

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Second Concept Assessment and Development

• Getting the students attention right away is
  needed to engage the students.
• Ask questions before that let them share
  background information or imaginative ideas.
• Then ask questions that would focus on the
  critical concepts and vocabulary that they may
  not already know.

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Three Text

• The teacher and students engage in guided
  reading.
• Questions and discussions help to decide the
  purpose of each segment read.
• Next alternate purpose setting, silent reading,
  and discussion for each segment of the text.

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Text Continued

• A visual organizer is used to direct reading and
  discussion toward filling in the organizer.
• As each segment of the text is finished,
  information is added to the organizer.
• When all the significant information is
  presented, lines are drawn on the organizer to
  show the relevance of certain topics to other
  topics on the organizer.

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Fourth Application

• After the organizer is finished, the teacher
  helps the students draw relationships between the
  text and their own previous knowledge of the
  subject.
• Proceeding the discussion, the teacher may have
  the students participate in extension activities.

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References

• Teaching Children to Read Putting the Pieces
  Together (Third Edition)
• Diagnostic Teaching of Reading Techniques for
  instruction and assessment
• http//www.ncsd.k12.pa.us/pssa/Reading/rihand13.ht
  m