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INFORMATIONAL READING
Megan Miller
Informational, or expository, text communicates facts about the natural or social world (Duke 2006)
Informational texts tend to be more complex, diverse and challenging than narrative texts and understanding them requires more abstract thinking (Sadler 2001; Alvermann and Eakle 2003; Fisher and Frey 2004)
It is important to integrate comprehension instruction into content-area teaching, particularly for adolescents
WHAT?
Torgeson et al. (2007) make the following recommendations for improving adolescent literacy instruction in content areas Provide explicit comprehension strategies instruction
throughout the day Include plenty of open, sustained discussion of reading
content Hold high standards for text, conversation, questions, and
vocabulary Build motivation and engagement with reading Teach essential content knowledge
WHAT?
Informational Text Structure Information texts use a limited number of organizational
structures, including description, compare-contrast, cause-effect, problem/solution, and time order
See Information Text Structures and Signal Words chart on page 683
WHAT?
Graphic Organizers – see pgs 684 & 685 Because they are concrete representations, graphic
organizers provide a means for students to Record information about underlying text structures See how concepts fit within text structures Focus on the most important ideas in the text Examine relationships among text concepts Recall key text information Write well-organized summaries
(Armbruster et al. 2001; Trabasso and Bouchard 2002)
WHAT?
Considerate Texts Facilitate comprehension and learning Three overlapping features characterize and help define
considerate text (Armbruster 1996) Structural cues: aspects of text that suggest, indicate or
emphasize its structure Coherence: main ideas are explicitly stated, information limited
to that which supports the development of a main idea, a logical ordering of events and ideas, the use of signal words to clarify relationships between events and ideas, and smooth transitions between topics
Audience appropriateness: the extent to which the text matches world knowledge that readers are likely to have
WHAT?
Strategy Application When comprehension instruction is tied to content are
learning, it is important to read with a purpose in mind (Neufeld 2005)
Informational reading instruction be done in meaningful contexts and for authentic purposes
When comprehension strategies are closely linked with knowledge in a content are, students are more likely to learn the strategies fully, perceive strategies as valuable tools and use them in new learning situations
WHAT?
Connecting to World Knowledge Students learn new information from text by linking it with
knowledge that stems from their pervious experiences When reader’s world knowledge matches what is present in
the text, they assimilate the new information, connecting it readily into their existing schema for the topic
When their world knowledge conflicts with information presented in the text, either readers accommodate by modifying their schema to fit the new information or they reject the information and maintain their pervious understanding (Prado 2004)
WHAT?
Connecting World Knowledge Strategies KWL charts Pre-reading and predicting Asking questions Answering questions Constructing mental images Summarizing
WHAT?
Multiple-Strategy Instruction Program: CSR Encourages students to self-monitor their comprehension by
using a set of four comprehension strategies Preview Click and clunk Get the gist Wrap up
WHAT?
Reader Response Enhance reader interactions with informational texts
Discussion oriented instruction: Questioning the Author teaches students to question what they read, to think, to probe, to associate, and to critique
Writing for content-area learning: important for students to make reading/writing connections with informational text by studying the authors’ writing styles, writing reviews of texts, making improvements to existing texts and producing their own informational texts (Duke 2006)
WHAT?
Motivation and Engagement with Reading Engaged readers are knowledge driven, socially interactive,
and strategic Concept-Oriented Reading Instruction (CORI): primary aim is
to increase students’ reading engagement Relevance Choice Collaboration Success Conceptual theme
WHAT?
Web-Based Text When a student lacks world knowledge it is easier for them
to use web-based text as long as options for navigation and browsing are limited
Can be more engaging than traditional text WebQuest: poses open-ended problems that students solve
using internet resources Organizes the learning task and prevents endless searching for
informationSee strategy applications in web-based text chart on page 697
WHAT?
Builds content knowledge and vocabularyCapitalizes on students’ interests, curiosities, and
experiencesPresents opportunities for students to develop areas of
expertisePrepares students for the types of texts they will read
most frequently as adultsSupports students in both answering and raising
questionsServes as a tool for both solving and posing problems Duke 2004, 2006
WHY?
Primary grade students need increased instructional time with informational text
Use age appropriate texts that appeal to students’ natural curiosity
After grade 3 it is important to help students expand their knowledge in content areas such as science and math
No single test captures the complexity of comprehension, the best idea is to use a variety of methods See the Comprehension Assessment: Response Formats
chart on page 701
WHEN?
Questions-Answer Relationships (QAR) Research based method and language framework to
enhance student’s ability to talk about answer comprehension questions
Analyze differences between questions with answers in the text and those with answers in student’s background knowledge or experiences
Four categories: Right there Think and search On my own Author and me
HOW - QAR
Summarizing Paragraph shrinking
Identify who or what a paragraph is mostly about Identify the most important information about the who or what Shrink all the information into one main-idea statement of 10
words or less
HOW-SUMMARIZING
Collaborative Strategic Reading (CSR) Before Reading: Preview, scan, brainstorm what you want to
know, predict what you will learn During Reading: click and clunk, get the gist After Reading: Wrap up, ask and answer questions, review
what you learned Click and clunk: words or concepts whose meanings are
understood “click”, words or concepts they don’t understand “clunk”
Get the gist: Identify the most important ideas in the reading
HOW-CSR
Questioning the Author (QtA) 3 goals for QtA lesson planning
Identify the major understandings and potential obstacles in the text
To segment the text or determine where to stop reading and initiate discussion
Develop initiating queries and potential follow up queries
See QtA queries and discussion moves charts on pages 734 and 735 as well as lesson scrip on 736-738
HOW-QTA
Concept Oriented Reading Instruction (CORI) Activating background knowledge Questioning Organizing graphically Structuring story Summarizing
Goal is to increase engagement and motivation to read through interest, ownership, social interaction, confidence, and content mastery
See charts for goals and motivational practices on pages 740 and 741
HOW-CORI
Students’ success or failure in school is closely tied to their ability to comprehend informational text
Students need to develop skills to read, interpret and understand informational text that is often associated with content area learning in relation to their currently held background knowledge
“Middle and high-school students spend most of their time in content-area classes and must learn to read expository, informational, content-area texts with greater proficiency” (Torgensen et al. , 2007)
CONCLUSION