Text Mapping Power Point Presentation

Textmapping

A Simple Tool for Improving Reading Comprehension

Copyright ©2006 Diana TriplettTerms of Use: http://www.textmapping.org/copyright.htmlDerived from the original works of R. David Middlebrook.For more information, visit http://www.textmapping.org.

© 2004 Kimberly Burkereprinted by permission

http://www.textmapping.org/copyright.html

http://www.textmapping.org/

04/11/2023 Free template from www.brainybetty.com 2

Why Textmapping?

"Good readers are active readers....Good readers typically look over the text before they read, noting such things as the structure of the text and text sections that might be most relevant to their reading goals." Source: Duke, Nell K., and Pearson, P. David


What teachers say about textmapping

"Active, global modes of teaching reading comprehension are rare.... This is a great way to address the weaknesses in reading comprehension, and to teach active/metacognitive reading skills." - Reading Specialist; Clayton, MO



"This has great value to help visually organize text that some LD, etc. children just don't see on their own. This is a skill oftentimes assumed by teachers, especially at the upper levels!" - Support Services; Stamford, CT



"This is a great strategy for visual kinesthetic learners. You have come up with the perfect platform for teaching traditional techniques. This is an in-context meaningful way to help students know themselves as learners." - Reading Resource Teacher; West DesMoines, IA


What is Textmapping?

• A graphic organizer technique• Using

– Scrolls– Colored markers– Mapping techniques

• Focusing on – Pre-reading– Text organization

© 2004 David Middlebrookreprinted by permission


Implementation• Scrolls are the foundation• Scrolls enable students to see and

comprehend the whole text at once.

• The text organization is explicit.• Students can see the heading

structure, illustrations, key words, etc.


Making a Scroll

• Copy the text– Magazine article– Textbook passage– Story– Poem

• Tape the Pages End-to-End

© 2004 David Middlebrookreprinted by permission


How to Begin

• Introduce technique by taping a scroll to the blackboard.

• Scroll and blackboard together form an extended marking area.


How to Begin

• Single sheet provides common focus.

• Gather students near the board if necessary.


Introducing the Technique

• Scroll and blackboard become a common text.

• Teacher “thinks aloud” and marks text and board to record thinking.

• Markings form a cumulative record of the lesson.


Decide on an Instructional Goal

• Introduce and preview new content

• Model reading and study strategies

• Review content previously covered

• Test knowledge of what students have read

• Something else?


Mapping a Scroll• Identify relevant features of the

text• Mark the features• Mark the areal extent

– These boxes lift the text from the “text stream.”


Guided Practice• Share the pen• Student volunteers mark the group

copy with teacher direction• Examples:

– "Mark all of the vocabulary words." – "Mark all of the questions." – "Draw a box around each sub-section." – "Mark those points on the scroll where

there are scene-changes in the story".

© 2004 Barbara Gonzales

reprinted by permission


Guided PracticeAlternate Plan

• Put students in groups• Model specific tasks while students

write on their copies– "Mark all of the vocabulary words." – "Mark all of the questions." – "Draw a box around – each sub-section." – "Mark those points on

the scroll where there are

scene-changes in the story".

© 2004 Renee Goulartereprinted by permission


Independent Practice

• Assign groups to work independently marking their scrolls.– Assign specific roles

• Vocabulary locator• Heading marker• Summarizer

– Or use SQ3R• Groups present their

finished product to the class.

• Post final products.

© 2004 Lori Jackson



Benefits of Textmapping

• Explicit• Teaches strategic reading• Encourages active reading• Links comprehension concretely to the

text• Produces a visual record of thinking• Accomodates a wide range of learning

styles• Especially helpful for students with

learning disabilities/delays


Explicit

• Adds a visual element to the teacher’s modeling

• Creates a concrete model for abstract ideas


Strategic Reading

• The scroll provides a whole, comprehensive model of the text

• Students are required to recognize and use typographic and textual cues

• Creates a model for writing


Active Reading

• Students move physically across the length of the scroll.

• Marking the text requires physical interaction with the text.

• Student can clearly see progress on the task by looking at marked pages.


Comprehension Link

• Text itself becomes the map• Bridges the gap between text and

the graphic organizer.• Clearly focuses students on pre-

reading strategies


Record of Thinking

• Students clearly see their progress.

• Shows concretely what comprehension is.

• Students learn from their peers.• Teachers can easily monitor the

work.


Students with Disabilities

• Visual tracking• Cognitive deficits• Auditory processing• Memory• Sequencing• ADD


Learning Styles

• Particularly helpful in reaching students who are– Visual– Spatial– Tactile– Kinesthetic– Global


For more information

The Textmapping Projecthttp://www.textmapping.org

© 2004 Renee Goularte


Documents

Text Mapping Power Point Presentation