Slide 1Chapter 8 Anticipation GuideNature of TextNature of Text (Continued)Figure 8.1: A Generic Story MapSlide 6Slide 7Figure 8.3: Graphic Organizer for Enumeration-Description StructureSlide 9Role of Questions in ComprehensionRole of Questions in Comprehension (Continued)Slide 12Slide 13Slide 14Frameworks for Fostering ComprehensionFrameworks for Fostering Comprehension (Continued)The Cloze ProcedureThe Cloze Procedure (Continued)Critical ReadingCritical Reading (Continued)Tools for the ClassroomChapter 8Chapter 8 Comprehension: Text Structures and Teaching ProceduresThis multimedia product and its contents are protected under copyright law. The following are prohibited by law: –any public performance or display including transmission of any image over a network; –preparation of any derivative work, including the extraction, in whole or in part, of any images; –any rental, lease, or lending of the program.© 2010 Pearson Education, Inc. All rights reserved.Copyright  Pearson Allyn & Bacon 2010Chapter 8 Anticipation GuideChapter 8 Anticipation GuideCopyright  Pearson Allyn & Bacon 2010Nature of TextNature of Text•Content•Organization –Microstructure -Propositions–MacrostructureCopyright  Pearson Allyn & Bacon 2010Nature of TextNature of Text(Continued)(Continued)•Narrative Text and Story Schema–Setting–Characters–Plot•Story problem•Main character’s goals•Principal episodes•ResolutionCopyright  Pearson Allyn & Bacon 2010Figure 8.1: A Generic Story MapFigure 8.1: A Generic Story MapCopyright  Pearson Allyn & Bacon 2010Nature of TextNature of Text(Continued)(Continued)•Expository Text–Schema for expository text develops later–Greater variety of patterns–Less predictable–May be more difficultCopyright  Pearson Allyn & Bacon 2010Nature of TextNature of Text(Continued)(Continued)•Types of Expository Text Structures–Enumeration-Description–Time Sequence–Explanation-Process–Comparison-Contrast–Problem-Solution–Cause-EffectCopyright  Pearson Allyn & Bacon 2010Figure 8.3: Graphic Organizer for Figure 8.3: Graphic Organizer for Enumeration-Description StructureEnumeration-Description StructureCopyright  Pearson Allyn & Bacon 2010Nature of TextNature of Text(Continued)(Continued)•Using Narrative and Expository Text for Mutual Support–Read narrative piece first before complex expository topics–Can read expository first to introduce novelsCopyright  Pearson Allyn & Bacon 2010Role of Questions in Role of Questions in ComprehensionComprehension•Develop Concepts, Background, Reasoning, Higher-Level Thinking•Fosters Understanding & RetentionCopyright  Pearson Allyn & Bacon 2010Role 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, & monitorCopyright  Pearson Allyn & Bacon 2010Role of Questions in Role of Questions in Comprehension Comprehension (Continued)(Continued)•Types of Questions–Comprehending–Organizing–Elaborating–MonitoringCopyright  Pearson Allyn & Bacon 2010Role of Questions in Role of Questions in Comprehension Comprehension (Continued)(Continued)•Using Wait Time•Classroom Atmosphere•Techniques for Asking Questions–FELS: Focusing, Lifting, Substantiating–Responsive elaboration–Other probes and prompts–Prompting ELLs; may need extra effortsCopyright  Pearson Allyn & Bacon 2010Role of Questions in Role of Questions in Comprehension Comprehension (Continued)(Continued)•Accountable Talk–Accountability to learning community–Accountability to knowledge–Accountability to rigorous thinking•Think-Pair-Share–Turn and talk is simplified versionCopyright  Pearson Allyn & Bacon 2010Frameworks 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–ExtendingCopyright  Pearson Allyn & Bacon 2010Frameworks 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 readingCopyright  Pearson Allyn & Bacon 2010The Cloze ProcedureThe Cloze Procedure•Nature & purpose of Cloze–Assessing readability–Testing–Developing comprehension•Classic Cloze–Teacher deletes words at random•Scoring Cloze•Discussion for comprehensionCopyright  Pearson Allyn & Bacon 2010The Cloze Procedure The Cloze Procedure (Continued)(Continued)•Constructing Cloze exercises–Number of deletions–Types of deletions–Location of deletions•Variations–Oral–Word masking–ModifiedCopyright  Pearson Allyn & Bacon 2010Critical ReadingCritical Reading•Nature & importance–Affective and cognitive skill•Uses of language•Understanding factual statements and opinionsCopyright  Pearson Allyn & Bacon 2010Critical Reading Critical Reading (Continued)(Continued)•Recognizing author's purpose–Inform–Entertain–Persuade•Drawing logical conclusions•Judging sourcesCopyright  Pearson Allyn & Bacon 2010Tools 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