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Engaging Students in Informational Text

Engaging Students in Informational Text. a few strategies York Public Schools 1.17.2011. Objectives. Use strategies to encourage greater comprehension Setting purpose Text Protocols Questioning Summarizing Graphic Organizers.

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Engaging Students in Informational Text

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  1. Engaging Students in Informational Text a few strategies York Public Schools 1.17.2011

  2. Objectives Use strategies to encourage greater comprehension • Setting purpose • Text Protocols • Questioning • Summarizing • Graphic Organizers “Whether you’re a novice or a veteran teacher, using texts effectively requires the willingness to explore instructional strategies and to move beyond assigning and telling.” --Vacca & Vacca, 2002, p. 6

  3. Successful Readers • Use strategies when encountering new words • Connect new information to existing knowledge • Continually monitor own understanding • Use a variety of effective strategies before, during, and after reading. • Create images of reading content • Periodically summarize reading/learning • Use textual cues, visuals, structure • Set a purpose and adjust rate and strategy use

  4. Before Reading Preview the text Set a purpose Activate background knowledge content vocabulary text structure Predict After Reading Determine importance Infer Summarize Synthesize Question Evaluate Comprehension Strategies • During Reading • Monitor own comprehension • Visualize • Infer • Use “fix-up” strategies • Question • Summarize

  5. BEFORE READINGSet a Purpose • Purpose affects comprehension. • appropriate speed • importance of specific information • activation of relevant background knowledge • memory • Complete a sentence stem • The purpose of (source)is to _(inform, persuade, etc.) (audience) about (topic) by (methods—examples, description, facts, etc.)

  6. BEFORE READINGSet a Purpose • Anticipation Guide • activate upon prior / background knowledge • identify misconceptions • provide purpose (support, refute, answer questions)

  7. BEFORE READINGPreteach, Preview, Predict • Preteach key words • Key proper nouns, critical concept nouns • Target vocabulary • Introduce the “big idea” • Preview (teacher think-aloud) & Predict • Brief • Think-aloud • Link to background knowledge, previous learning • “What do you think you will learn about? Why?

  8. DURING READING Ask & Answer Questions • Right There • Answers word-for-word in text • Putting It Together • Answers throughout text or in different words • Must look in more than one place & put information together • Making Connections • Cannot be answered by text alone • Require thinking about text, own knowledge, and how it fits together

  9. DURING READING Determine Main Idea • Get the Gist • Who or what is the paragraph/section about? • What is the most important information about the who or what? • Say it in a main idea statement with 10 words or less. • (Repeat and combine the main idea statements to summarize a longer selection.)

  10. DURING / AFTER READING Determine Main Idea

  11. Two Stars and a Wish Please share two of the most important or relevant ideas you heard. Please record something you wish: • a question or a comment about something you heard • something you need to know to understand better • a resource you would like posted • something to help make the in-service more engaging, relevant, accurate

  12. A Few More Summary Activities

  13. Learner Summary: Mosaic Draw a window with 5 panes. Write a single word or short phrase in each pane representing the most important ideas Connect these ideas/concepts in (1-3) sentences.

  14. Consider a chunk of information. Write a short headline to summarize the information. Noun Action Verb Object Write A Headline Death, Insanity Dominate Shakespearean Tragedy

  15. Write News Article Beginning • Most information in first two paragraphs • Who? • What? • When? • Where? • Why? • How?

  16. R.A.F.T. • You are a kidney in the human body. Write a letter to your host to explain what you need to stay healthy and why the host will be better off if you ARE and STAY in tip-top condition. • Role • Audience • Format • Topic (Wormelli, R., 2005, p. 133)

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