Expository text can be very challenging to young readers, because of the new concepts and new vocabulary. These texts have some structural elements that help guide students through the reading. The ability to identify and analyze these elements in expository texts help students to understand texts more easily and remember it longer. Teaching expository text structure can be difficult and the article gives some good examples on how to achieve it. Being able to read and comprehend is an essential part of our everyday life, so it is very important that all teachers find the best ways to teach it. There are a few reasons why incorporating informational books into the classroom is very important. First of all, children love …show more content…
The vocabulary that used in expository texts is the foundations for current and future learning. Teachers have to teach these words to help students to comprehend the text better. According to Graves (2006), there are four essential components of vocabulary instruction, such as: providing rich and varied language experiences; teaching individual words explicitly; teaching word-learning strategies; fostering word consciousness. Authors of the article bring the idea that before to meet new words in the expository text, before focusing of the words’ definitions, children need to exposed to them through the …show more content…
This approach allows students to analyze and identify text structure as well as build upon their reading comprehension. My favorite strategy I use is the graphic organizer. Students are able to recognize the main idea, major idea and the supporting details of a given text. Students may also apply the “teach to teach” model to provide mastery learning skills. This approach also makes learning exciting by allowing students an opportunity to connect ideas based on their background knowledge. As teachers we must continue to implement strategies for the purpose of promoting students’ overall comprehension skills. I thought this article was very informational and I took away some very useful teaching tools that will allow me to help my students become better readers understanding what they are reading. In doing this I will be able to teach the different text structures to the students who are at a disadvantage and help them to be able to comprehend by using text structures in expository texts. I also thought it was nice how the article gave the five text structures and three guides as a guide to use with students. The fact that if a student can realizes what they have read and retain it comprehend it will only allow for them to meet the requirements and where they need to be as
Through these resources, activities, and strategies, students are able to make progress into distinguishing the main idea and supporting details in reading texts. Through this they are also able to organize thoughts to develop a topic sentence and moreover use supporting facts and details. Many of the resources and activities done in this lesson allowed the students to think for themselves and make educated guesses based on the information given. Moreover they were allowed multiple opportunities to share with one another about heir thought
The teaching strategy focuses on the student’s engagement to create reading with meaning. This reading strategy allows students to have more freedom to make their own decisions in what they read and how they read, without the teacher forcing materials upon them. As well, more time is allotted during the school day for students to engage in reading activities, instead of using traditional methods of writing paper and answering questions on a worksheet after reading a book. The Daily Five teaching strategy also strongly develops oral communication skills within students and their peers. By doing so, it creates a sense of community in the classroom that traditional teaching methods did not have. This teaching strategy allows the student to question the material they are reading, which includes their interests, ability to comprehend, and understanding vocabulary. Through the Daily Five teaching strategy, students are also able to find books that interests them, without the teacher giving them group of “leveled” books students may not personally
The authors’ main argument in “Rhetorical Reading Strategies & The Construction of Meaning” is that reading is both a constructive and discourse act, in which readers must construct meaning of a text. The authors of this article, Christina Haas and Linda Flower conducted a study in which they used a think-aloud protocol to analyze the participants’ thoughts and understanding of the text after they had read aloud. The authors also noticed that the more experienced readers used rhetorical reading strategies which contributed to a more efficient understanding of difficult texts. Despite the study, readers should use combine prior knowledge and careful reading along with the ability to read a text on several levels rather than being limited to
Perhaps, better choice of books that students can familiarize themselves with would be aid to grab the students attention. Throughout the years in schools, the choice of reading has only become books flustered with similes, metaphors, alliteration etc. As Francine Prose declared, “In fact, less and less attention is being paid to what has been written, let alone how; its become a rarity for a teacher to suggest that a book might be a work of art composed of words and sentences, or that the choice of these words and sentences can inform and delight us.” In other words, not much appreciation is given to the what the book is actually stating or conveying. More attention is being given to unnecessary things such as the authors opinions. For instance teachers think of the students education as only a paycheck, rather than elaborating the meaning of the book which refers to the students education. Teachers have the students discussing why the author has written a certain sentence or in many cases why has the author written particular sentences next to each other. In present day classroom settings, the majority do not pay attention due to the book choice and the few who do are not learning the importance of the story. The majority of english teachers teach the students values through the novels that are being read. For example as Francine Prose preached, “Its
In an effort to create a context for learning, one needs to define the language that will be used to teach a subject. So often in schools, from first grade through graduate studies, when teaching a new subject matter or concepts it is necessary to teach the vocabulary that will accompany that subject. However, we often spend little time making sure that vocabulary is learned and consequently without the prerequisite knowledge of vocabulary of learning the learning of information related to it is difficult. This need for definition of relevant language is seen in multiple sources with textbooks being on of the greatest sources of it. The books highlight, bold, or italicize critical words and provide definitions of the word or within the text or margins. This definition of terms gives the reader the knowledge basis to understand the content of what they are reading. If the books authors did not define these terms, then understanding the information they are trying to convey would be difficult.
I agree that these types of short informative pieces, require a different reading approach than textbooks, and do not come with comprehension questions but, they will help kids develop the reading skills to utilize information resources that they will find at the bookstore, at the library and on T.V. I also think that sometimes other books are better than textbooks because when a textbook section ends with a chapter summary it creates a definite stopping point where if kids are just reading a regular book they may be more likely to keep reading on, instead of staying on the assigned
Therefore, while thinking about the text before understanding it, you must read, review, and recite information as it is read while providing a written study guide as the text is read will help you think critically about a topic whether fact or fiction. (Vandermey, 2012) When it comes to understanding the reading and writing connection, SQ3R and analyzing images is just a tactical way of studying. When you engage in reading-to-learn, it will prepare you to write well only as if you engage in writing-to-learn you will become a more effective reader. (Mackey,
Kucan, L., & Beck, I.L. (2003). Inviting students to talk about expository texts: a comparison of two discourse environments and their effects on comprehension. Reading Research and Instruction, 42, 1-29.
... for teachers to choose materials that will hook students and motivate them to engage in their own learning. Teachers should provide multiple learning opportunities in which stu¬dents can experience success and can begin to build confidence in their ability to read, write, and think at higher level. By connecting strategies for learning, such as searching, compre¬hending, interpreting, composing, and teaching content knowledge, students are given the opportunity to succeed in their education. These elements include: fundamental skills such as phonemic awareness, phonemic decoding, and other word analysis skills that support word reading accuracy; text reading fluency; strategies for building vocabulary; strategies for understanding and using the specific textual features that distinguish different genres; and self-regulated use of reading comprehension strategies.
To accomplish vocabulary development, before reading the teacher needs to instruct their students on any prerequisites that they need to understand to interpret the text appropriately. This means the teacher has to pull out the most important words as well as those that may be too difficult for the stud...
Effects of Reciprocal Teaching Strategies on Reading Comprehension by Norlida Ahmad. The purpose of this study is to investigate how ‘reciprocal teaching strategies ’ could help low-proficiency to improve their reading comprehension . It tries to answers two questions which are can reciprocal teaching strategies help low-proficiency students in the Sixth Form improve their reading comprehension of expository texts, and how do these low-proficiency level students in the Sixth Form respond to the use of reciprocal teaching strategies in their reading comprehension of expository texts. It has been applied it on 68 low-proficiency level students from the Sixth Form from an urban school in Malaysia . This study is quantitative and qualitative.
It is important that when selecting complex text educators look for specific factors that would meet each reader’s needs. These factors include language proficiency, background knowledge and experiences, and level of motivation. Depending on the factors mentioned, the educators can differentiate the instruction to meet the needs of the students where they could read a text and apply strategies learned. It is important to understand the text complexity because we do want readers to read text which are not challenging enough or that are extremely challenge that would make their self-efficacy low. Therefore, when Fisher & Frey (2012) stated the factors to take into consideration when selecting a text are established, readers would interact with the text. Moreover, the use of comprehension strategies like question and answer relationships (Reutzel & Cooter, 2016) would help the readers comprehend the text as they read
... or she will read will be good factual materials. The teachers can incorporate a variety of texts to help students better understand the materials that need to be covered. This will help students who struggle with expository text to be less bored and keep up with the rest of the class.
It develops vocabulary comprehension and gain knowledge that allows them to understand other books and stories later on.
...ed to consider how long their text should last, if it is going to be long or short and the availability of the texts or books. Therefore, they need to consider if such texts fit with syllabus and what different kinds of texts will be needed in order to exploit the text given. Nevertheless, in order to find out what their learners are interested in, teachers’ use various ways of gathering data from their learners. One common way of collecting data is by interviewing or questioning the students. Another way of gathering data is by using a checklist. With checklists, teachers can remove or add any criteria they find important or less important throughout their research. Nevertheless, teachers need to consider a lot of things when teaching literature in the language. Consequently, if they are well prepared, then any disciplines in the language classroom will be avoided.