Chapter 15: Comprehension: Instruction And Assessment - Expository/Informational Texts And Study Skills

Question 1

Define the characteristics of expository texts

Answer 1

Expository texts transmit information and are written in formats that differ from narrative texts.

Subtitles, headings, bold words, reference texts such as dictionaries or encyclopedias

Question 2

Define five different patterns of text structures in social studies and science textbooks and explain how they can be used to increase students’ comprehension of expository texts

Answer 2

These text structure are important because they can be used for lessons with graphic organizers or study guides. Spend some time learning them (appendix G)

1. Cause and Effect - why a historical event occurred
2. Problem and Solution - presents a problem and an explanation
3. Comparison/Contrast - Venn Diagram
4. Sequence
5. Description

Teachers use text features to:

1. Create a GO to examine before they read
2. Create a study guide to help after they read
3. Assess content-area reading comprehension

Question 3

Describe how to use text features to increase students’ comprehension of social studies and science textbooks.

Answer 3

While teachers should teach lessons using test features, in preparation for the RICA you should focus on the use of graphic organizers and study guides (Learning Outcome 4)

Organization.Explanatory Features: table of contents, index, glossary, guide words

Typographical Features: italics, bold facing, underlining and color coding

Graphic Features - maps, charts, illustrations, diagrams

Question 4

Describe instructional strategies to increase students’ comprehension of social students and science textbooks.

Answer 4

Be sure you can describe a lesson using two instructional strategies to build comprehension of social studies and science textbooks. (1)Graphic organizers or (2) Study guides. If you have a question on the test about how to boost a student’s comprehension of social studies or science textbooks, describe a lesson using one of these instructional tools.

1. Before read - KWL
2. Previewing: Graphic Organizers - an overview in kid friendly terms of what they will read
3. After Read- KWL and Study Guide and Data Retrieval Charts

Study Guide Types

1. Based on text structure - fill in blank resembles GO,
2. Key Questions - simplest, may include page number
3. Three-Level Study Guide - three levels of comprehension - literal, inferential, evaluative and has t/f or open ended questions for each comprehension level

Question 5

Describe oral and written activities for expository texts

Answer 5

These are useful instructional activities, but your focus should be on graphic organizers and study guides (LO 4)

A. Evaluating the Text
1. How To texts - directions clear? In correct order?
2. Persuasive - supported with facts? Evidence reasonable? Bias?
B. Similarities and differences between texts on the same topic
C. Summarizing and Paraphrasing
D. Creating Graphic Organizer or Semantic Maps

Question 6

Describe instructional strategies to promote study and research skills.

Answer 6

Skimming is a fast reading of a text, for purposes of preview or review, while scanning is a rapid reading to zero in and find specific information.

Question 7

Differentiate Instruction in teaching comprehension of expository texts for struggling readers, English learners, and advanced learners

Answer 7

Teachers will need to consider several options to successfully differentiate instruction of struggling readers and English learners. Vocabulary instruction is essential.

Struggling Readers

1. Help read textbook: record a chapter and let listen before they are asked to read, read aloud portions before, during or after students are asked to read the chapter, instruction in key vocabulary.
2. Focus on content/reteaching-
3. More scaffolding on Key Processes -
4. Vocabulary instruction with real objects, illustrious, diagrams

EL
1. Explicit Modeling - think-aloud, guide words, subtitles
2, Oral language and writing activities to support content area knowledge
3. Building background knowledge with L1 resources
4. Vocab Instruction with concrete examples

Advanced Learners

1. Increase pace
2. Advanced text
3. Extending depth and breadth - explore topics beyond their classmates

Question 8

Describe assessment devices used to assess comprehension of expository texts and research/study skills.

Answer 8

Few teachers take the time to assess students’ comprehension of expository texts, almost all assessments involve the basal reader. To assess comprehension of social studies and science textbooks, teachers should challenge students to answer all types of comprehension questions: literal, inferential, and evaluative.

Question 9

14.1 Definition of expository texts

Answer 9

Expository texts - transmit information and typically are written in formats that differ from narratives

Question 10

14.1 Definition of content-area literacy

Answer 10

Content-area Literacy - reading and writing tasks that students complete while learning content

Question 11

14.1 Difference between skimming and scanning

Answer 11

Skimming is a fast reading of a text, for purposes of preview or review, while scanning is a rapid reading to zero in and find specific information

Question 12

14.2 Instruction of comprehension of expository texts

Answer 12

Using text structures, pre-reading: Graphic organizers

1. Prepared by the teacher
2. Has relatively few words and summarizes the main points of a chapter
3. Examined before students read

Using text structures, during and after reading: Study guides

1. Based on text structures - find missing information
2. Key questions study guide
3. Three-level study guide: literal, inferential and evaluative

Question 13

14.3 Assessments of comprehension of expository texts

Answer 13

Using text structures: students complete a graphic organizer

Question 14

14.4 Differentiation of comprehension of expository texts

Answer 14

Struggling readers: increase scaffolding on written assignments (ex. Provide page number location of answers)
EL: build background knowledge of L1 resources