Preparing for the 07-08 KS Reading Assessment Part 2: Strategies to Support Student Comprehension Kristi Orcutt [email protected] ESSDACK 2007.

Preparing for the 07-08 Preparing for the 07-08 KS Reading AssessmentKS Reading Assessment

Part 2: Strategies to Support Part 2: Strategies to Support Student ComprehensionStudent Comprehension

Kristi [email protected] 2007

©Kristi Orcutt, [email protected], 2007© Kristi Orcutt, [email protected], 2007

©Kristi Orcutt, [email protected], 2007

1. Text Type2. Text Structure3. Text Features

What’s confusing for

students?

Pencils Down!Pencils Down!Analyze the following Analyze the following

image.image.

You will be asked to reproduce this You will be asked to reproduce this in a moment…in a moment…


You have one minute to draw!


You have one minute to draw!

17766024365911


Write the number from memory!

American Revolution / Declaration of Independence

Let’s try again but think . . .

Minutes / hours / days

Emergency

1776 60-24-365

911

What does this have to do with

reading?af

The better a student understands the purpose, structure, and features of text, the higher the comprehension


1. Text Type2. Text Structure3. Text Features

What’s confusing for

students?


Text Types– Narrative– Expository– Technical – Persuasive

Text Features – Maps, graphs, italics, text boxes, etc.

Text Structures– Description– Sequence– Comparison-Contrast– Cause-Effect– Problem-Solution


Text Types = Author’s Purpose

T-Technical (to inform, instruct, tell how)

Y-Your Story -Narrative (to entertain)

P-Persuasive (to persuade, convince)

E-Expository (to inform, tell about, explain)


Text Types at Each Grade Level

Grade Narrative Expository Technical Persuasive

3 3 3 0 0

4 3 3 1 0

5 3 3 1 1

6 3 3 1 1

7 3 2 2 2

8 2 2 2 2

HS 2 2 2 2


Defining Good Readers

•“The ability to analyze the author’s purpose and perspective is just as essential as literal and inferential comprehension.”

-Gwynne Ellen Ash

©Kristi Orcutt, [email protected]

Why might this be confusing for students?


Identifying Persuasive Text • Whose story is being told? • What is the perspective of the

writer?– What does he want you to

believe/feel/do?• Does the writer believe certain

things about the story/topic/ world?– How can you tell?– Does the author or narrator tell us

about these beliefs, or do we need to guess on the basis of clues?


Identifying Persuasive Text

• Whose story is NOT being told? – Why? Would some people disagree

with the writer’s beliefs or arguments?– What might they believe or argue

instead?• Do you agree or disagree with the

things the writer would like you to believe? Why?


Expository Text

“Informational text is the most complicated type of nonfiction because the purposes are so varied. The purpose of informational text dictates the structure. Not all informational texts have the same structure.”

- Buss & Karnowski, Reading & Writing Nonfiction Genres


What are Text Structures?Organizational patterns used in writing

• Description• Sequence*

• Problem and Solution*

• Cause and Effect• Comparison and Contrast

*3rd grade only these two


Why is it important that readers can recognize and understand text structures?

(Besides that it’s on the state assessment!)


Understanding text structure is the KEY to comprehending expository

text!!


Expository Text has NO PLOT LINE to Support Comprehension

Resolution

Middle

End

Ris

ing

Actio

n

Climax

Falling Action

Exposition

Beginning


Text Structure Research

“Many students experience problems comprehending expository text….One reason is that they can’t see the basic structure of the text. Some students get lost in the words and can’t see the big picture.”

Dymock, 1998; Dymock & Nicholson, 1999


Teaching students to recognize common text structures can help students monitor their own comprehension.

Text Structure Research


Changes to Text Structure- KSDE Aug. 8, 2007

• Remove text structure items (1.4.6) from narrative passages on developed forms of the state assessment at grades 3-6

• Text structure items (1.4.6) will remain for narrative passages on developed forms of the state assessment at grades 7 - HS

• Text structure items (1.4.6) will no longer be developed for narrative passages for the state assessment at any grade level, grades 3 - HS


•Text structure (1.4.6) will be assessed in expository at grade 3, expository and technical at grade 4, and expository, technical, and persuasive at grades5 – HS on new forms.

•Only assess text structure (1.4.6) in a paragraph at grade 3 on new forms

•Use only “sequence” as an answer choice. Do not use “sequence of events” or “series of steps” on new forms

•Do not use “problem-solution” and “cause-effect” as answer choices in the same item on new forms


Teaching Text Structures

• Present and model the use of graphic organizers for each structure

• Explain that text structures can often be identified by certain clue or signal wordsCompare and Contrast

Venn Diagram:

Signal Words: alike, different, similar, same as, both, in contrast, differ



Example Explicit use of Signal Words

• Kansas and Hawaii are similar in some ways. Both are states in which farming is a major industry. They are also different, however. Hawaii is a tropical island, while Kansas is in the middle of nowhere.

**Signal words can be explicitly stated, as above. They can also be implied.


Example Implied Signal Words

• Kansas and Hawaii are states in which farming is a major industry. Hawaii, however, is a tropical island, while Kansas is in the middle of nowhere.

**Signal words can be explicitly stated, as above. They can also be implied.


Teaching Text Structure

Make the READING-WRITING CONNECTION:

Have students write paragraphs, retell, and summarize material using TEXT STRUCTURE FRAMES


Text Structure Frames:


Make the Reading-Writing Connection

Text Structure Frames

• With a partner, write one paragraph on the topic of WINTER for each of the five text structures.– Use the Text Structure Frames for guidance– Use appropriate signal words and underline

them in your paragraphs


Remember the GOAL!

• Identifying text structure is NOT the goal

• Goal is for students to internalize knowledge about text structure and use it to enhance their comprehension– Teach students to use text structures to

improve their reading comprehension and writing organization


Before Reading: Predict

• Predicting text structures is a pre-reading strategy– Every time you put a text in front

of a student, you have the opportunity to teach text structure


During Reading: Text Coding / Text Mapping

• Marking, highlighting, chunking, etc. -- text coding helps students see visually how text is presented

• Make predictions and connections to author’s purpose, main idea, etc.

• MODEL for students how to do this!


Teaching Text Structures

• Show examples of paragraphs that correspond to each text structure

• Model how to identify signal words

• Have students sort paragraphs by text structures

• Have students create a graphic organizer to correspond with a paragraph


Text Structures - KEY IDEAS

•Predicting text structures is a pre-reading strategy–Every time you put a text in front of a student, you have the opportunity to teach text structure


Text Structures - KEY IDEAS• Use WRITING to support reading (and

reading to support writing)– Text Structure Frames

• Make predictions / connections between text structure, author’s purpose, and main ideas– Focus on the BIG IDEAS; don’t get

caught up in the details


Remember the GOAL!

• Identifying text structure is NOT goal• Goal is for students to internalize

knowledge about text structure and use it to enhance their comprehension

• Teach students to use text structures to improve their reading comprehension and writing organization


Text Features•What are text features?

– Typographical clues - boldface print, italic type

– Organizational features - headings, subheadings

– Graphic aids - maps, graphs, charts, illustrations, pictures


Why is it important that readers can recognize and understand text features?

(Besides that they’re on the state assessment!)


Retelling & Summarizing

•Difference between how it’s taught and how it’s tested

•What does it look like in the classroom?•What does it look like on the state assessment?

•Use text structure frames for retelling and writing summaries•Model, model, model


Characteristics of a Good Retelling/Summary

1. Shorter than the original 2. Include the main ideas and

important details of the text

3. Reflects the structure and order of the original text


Create Your Own Multiple Choice Summaries

•Read the passage.•Write a 3-5 sentence summary

of the passage that is–Shorter than the original text– Includes the main ideas and important details of the text

–Reflects the structure and order of the original text


Create Your Own Multiple Choice Summaries

• Next, create one distracter (incorrect answer choice/summary)

• What are strategies for creating distracters?– Missing main ideas– Missing entire sections (beginning,

middle, or end)– Not presented in same order or

structure as original


Making Inferences



Making Inferences

• Use pictures, music, mysteries, etc. to help students understand the process of making inferences and drawing conclusions

• Then, transfer skills to making inferences with text


Making Inferences & Drawing Conclusions

Ordeal by Check (Check Stories)


Topic, Main Idea, Supporting DetailsMake Up a Main Idea Activity1. Take ONE sentence strip each

– Supporting details– Topics

2. Form groups by TOPIC3. Put your sentence strips together to form

a paragraph4. WRITE A MAIN IDEA topic sentence for

your paragraph


Teaching Main Idea• Model for students how to predict the main idea

when previewing the text• Read the topic and summary sentences of each

paragraph• Use sentence strips - Students have put

sentences in order to make a logical paragraph– Leave off the main idea & students write their own– Use paragraphs with varying types of text structures


Text Coding / Text Mapping

• Marking, highlighting, chunking, etc.- text coding helps students see visually how text is presented

• Make predictions and connections to author’s purpose, main idea, etc.

• MODEL for students how to do this!

www.textmapping.org

http://www.textmapping.org/

http://www.textmapping.org/


Retelling, Paraphrasing, Summarizing

•Difference between how it’s taught and how it’s tested

We need to provide models & discuss which is the “best one”

•Students write their own summaries

•Model, model, model


Use Text Structure Frames for retelling, writing summaries (and identifying text structures)


Topic, Main Idea, Supporting Details

•TOPIC: the subject of the whole paragraph

•MAIN IDEA: the point that the whole paragraph makes

•SUPPORTING DETAILS: the sentences that explain the main idea

Identifying Main Ideas


What is a topic?

"A topic is a word or phrase that tells what the author is writing about…"

(from Opening Doors, p.191)

"The topic of a passage is a word or phrase that labels the subject but does not reveal the specific contents of the passage."

(from Bridging the Gap: College Reading, p.124


What is a stated main idea?

"A stated main idea is the sentence in a paragraph that contains both the topic and the author’s single most important point about the topic."

(p.172, Opening Doors)"The main idea of a passage is the central message that the author is trying to convey about the material." (p.122,

Bridging the Gap: College Reading)


To find the main idea of a paragraph or passage, ask

yourself:

What is the most important point the author wants me to

understand about the topic?


Where can the main idea appear?

At the beginning

At the end

Within the paragraph/passage Implied in the paragraph/passage


General vs. Specific

• The main idea in a paragraph is a general idea. In contrast, the supporting information in a paragraph is made up of specific ideas and details.

• To improve your skill at finding main ideas, you need to practice distinguishing between general and specific ideas.

• The general idea includes all the specific ideas.


Check It Out…

See if you can identify the general word in each group.

a) jealousy hatred emotion worry

b) spiders cockroaches mosquitoes insects

c) chemistry science physics biology

Answers and Explanations a) The general idea is

"emotions" because it includes all of the others as examples.

b) The general idea is "insects" because it includes all of the others as examples.

c) The general idea is "science" because it includes all of the others as examples.


Identify main ideas:

• General ideas: broad ideas that apply to a large number of individual items– Clothing– Pies

• Specific ideas or terms: more detailed or particular; referring to an individual item– Scarf– Apple, cherry, chocolate cream



Which are general?• Soda, coffee,

beverage, wine

• Pounds, ounces, kilograms, weights

• Soap operas, news, TV programs, sports special

• Sociology, social sciences, anthropology, psychology



The main idea is the most general statement about the topic:

People differ in numerous ways. They differ according to physical characteristics, such as height, weight, and hair color. They also differ in personality. Some people are friendly and easygoing. Others are more reserved and formal.

Which is the most general statement?


What is the topic of the following?

Nutrition is the process of taking in and using food for growth, repair, and maintenance of the body. The science of nutrition is the study of foods and how the body uses them. Many North Americans define nutrition as eating a healthful diet. But what is healthful? Our food choices may be influenced by fads, advertising, or convenience. We may reflect on the meaning of nutrition while pushing a cart down a supermarket aisle, or while making a selection from a restaurant menu.


Finding the Main Idea

1. Locate the Topic --person, place, object, idea2. Locate the Most General Sentence --the

topic sentence Topic Sentence First (usually) Topic Sentence Last (second in frequency) Topic Sentence in the Middle Topic Sentence First and Last (last = emphasis)

3. Study the Details—all the sentences in a paragraph must relate/support/explain the main idea.


Inferring Unstated Main Ideas

1. Find the topic.2. Decide what the writer

wants you to know about the topic.

3. Express this idea in your own words.



Persuasive Text and Techniques

• Glittering generalities• Bandwagon• Citing Statistics• Citing Authority• Testimonials


Persuasive Text and Techniques

• Glittering generalities• Bandwagon• Citing Statistics• Citing Authority• Testimonials

Use student magazines/articles to find appropriate narrative & expository text.


Assessed Indicator Review “Nitpicking the

Newspaper”Use NEWSPAPERS to find examples of:• All four text types• All five text structures• Five text features• Three main ideas• Two types of figurative language• Two facts and two opinions• Two persuasive techniques• One prefix, suffix, or root word tested at your

grade level


How Can We Help Students Become

Successful Readers?

• Teach Students to use strategies Before, During, and After reading to monitor their own comprehension.


What are Strategies for Test Preparation?

• Teach the GENRE of Reading Assessment– Reading on standardized tests is very different from

any other type of reading– Purpose is to Figure Out the Answers to test makers’

questions

• Teach Terminology and Test Language– Saying the same thing in the same way


What are Strategies for Test Preparation?

• “Teach the Reader, Not the Reading”– Discuss HOW students arrived at their answers– Focus More on Strategies - Less on Answers

• Teach students to look for EVIDENCE FROM THE TEXT, instead of personal opinion or prior knowledge – “Use the text, not your life, to pick the answer”

• Use (but don’t overuse) test practice materials to familiarize students with test format– Practice tests should look like the test


Good Reading on the Web


What’s the #1 Way to Prepare Students for Success as Readers?

It’s All About ATTITUDE!!

Thanks for attending!


www.essdack.org“Staff Blogs”•“Kristi Orcutt”

– or Search for “Preparing for the Reading Assessment”

Workshop PowerPointGood Reading on the WebText Structure Posters in color

Preparing for the 07-08 KS Reading Assessment Part 2: Strategies to Support Student Comprehension Kristi Orcutt [email protected] ESSDACK 2007.

Documents

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