Chapter 8 Comprehension: Text Structures and Teaching Procedures This multimedia product and its contents are protected under copyright law. The following

Chapter 8Chapter 8

Comprehension: Text Structures and Teaching Procedures

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Copyright Pearson Allyn & Bacon 2010

Chapter 8 Anticipation GuideChapter 8 Anticipation Guide


Nature of TextNature of Text

• Content

• Organization – Microstructure -Propositions– Macrostructure


Nature of TextNature of Text(Continued)(Continued)

• Narrative Text and Story Schema– Setting– Characters– Plot

• Story problem• Main character’s goals• Principal episodes• Resolution


Figure 8.1: A Generic Story MapFigure 8.1: A Generic Story Map



• Expository Text– Schema for expository text develops later– Greater variety of patterns– Less predictable– May be more difficult



• Types of Expository Text Structures– Enumeration-Description– Time Sequence– Explanation-Process– Comparison-Contrast– Problem-Solution– Cause-Effect


Figure 8.3: Graphic Organizer for Figure 8.3: Graphic Organizer for Enumeration-Description StructureEnumeration-Description Structure



• Using Narrative and Expository Text for Mutual Support– Read narrative piece first before complex

expository topics– Can read expository first to introduce novels


Role of Questions in Role of Questions in ComprehensionComprehension

• Develop Concepts, Background, Reasoning, Higher-Level Thinking

• Fosters Understanding & Retention


Role of Questions in Role of Questions in Comprehension Comprehension (Continued)(Continued)

• Planning Questions

• Placement of Questions– Before reading: activate schema, set purpose– During reading: help process text– After reading: help organize & summarize– Embedded questions: help summarize,

reflect, & monitor



• Types of Questions– Comprehending– Organizing– Elaborating– Monitoring



• Using Wait Time

• Classroom Atmosphere

• Techniques for Asking Questions– FELS: Focusing, Lifting, Substantiating– Responsive elaboration– Other probes and prompts– Prompting ELLs; may need extra efforts



• Accountable Talk– Accountability to learning community– Accountability to knowledge– Accountability to rigorous thinking

• Think-Pair-Share– Turn and talk is simplified version


Frameworks for Fostering ComprehensionFrameworks for Fostering Comprehension• Guided Reading (Directed Reading Activity)

–Introducing the Text• Developing background, concepts,

vocabulary, strategies• Setting purpose• Building interest

–Silent Reading–Discussion–Revisiting–Extending


Frameworks for Fostering Frameworks for Fostering Comprehension Comprehension (Continued)(Continued)

• Guided Reading (continued)

– ELL students may need more support– Advanced students may need less support– Teachers must complete content analysis– Use story elements map with fiction

• Directed Reading-Thinking Activity (DRTA)– More student-directed than guided reading


The Cloze ProcedureThe Cloze Procedure• Nature & purpose of Cloze

– Assessing readability– Testing– Developing comprehension

• Classic Cloze– Teacher deletes words at random

• Scoring Cloze• Discussion for comprehension


The Cloze Procedure The Cloze Procedure (Continued)(Continued)

• Constructing Cloze exercises– Number of deletions– Types of deletions– Location of deletions

• Variations– Oral– Word masking– Modified


Critical ReadingCritical Reading• Nature & importance

– Affective and cognitive skill

• Uses of language

• Understanding factual statements and opinions


Critical Reading Critical Reading (Continued)(Continued)

• Recognizing author's purpose– Inform– Entertain– Persuade

• Drawing logical conclusions

• Judging sources


Tools for the ClassroomTools for the Classroom

• Use prompts & probes to encourage higher-level thinking

• Struggling students need explicit instruction

• Review essential Standards

• Use observation & discussion to assess

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